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Racial and Ethnic Stratification in Educational Achievement and Attainment

Author(s): Grace Kao , Jennifer S. Thompson

Publication date Created: August 2003

Publication date (Print): August 2003

Journal: Annual Review of Sociology

Publisher: Annual Reviews

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A threat in the air. How stereotypes shape intellectual identity and performance.

C Steele (1997)

A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.

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Cultural Capital and School Success: The Impact of Status Culture Participation on the Grades of U.S. High School Students

Paul DiMaggio (1982)

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Family Structure, Parental Practices and High School Completion

Nan Astone, Sara McLanahan (1991)

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Author and article information

Journal

Title: Annual Review of Sociology

Abbreviated Title: Annu. Rev. Sociol.

Publisher: Annual Reviews

ISSN (Print): 0360-0572

ISSN (Electronic): 1545-2115

Publication date Created: August 2003

Publication date (Print): August 2003

Volume: 29

Issue: 1

Pages: 417-442

Article

DOI: 10.1146/annurev.soc.29.010202.100019

SO-VID: 3c5bd551-ed59-42c8-a435-33e4a5f1cb32

Copyright © © 2003

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