ATTITUDES AND SOCIAL COGNITION
Stereotype Threat and the Intellectual Test Performance
of African Americans
Claude M. Steele
Stanford University
Joshua Aronson
University of Texas, Austin
“Stereotype vreat i being at risk of confirming, as selfcharacteritc, a negative stereotype about
‘one's group, Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difi-
‘ult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and
thus, whether or nt they were a isk of fulilling the racial stereotype about thei intellectual ability
Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the
ability-dignostic condition but not inthe nondiagnostic condition (with Scholastic Aptitude Tests
controled). Study 3 validated that ablty-iagnostiity cognitively activated the racial stereotype in
these participants and motivated them not to conform to t,o to be judged by it. Study 4 showed
that mere salience ofthe stereotype could impair Blacks’ performance even when the fest was not
ity diagnostic. The role of stereotype vulnerability in the standardized test performance of abil
lnystigmatized groupsis discussed,
Not long ago, in explaining his carcerlong preoccupation
with the American Jewish experience, the novelist Philip Roth,
said that it was not Jewish culture or religion per se that fasci-
rated him, it was what he called the Jewish “predicament” This
{an apt term for the perspective taken in the present research.
It focuses on a social-psychological predicament that can arise
from widely-known negative stereotypes about one’s group. It
is this the existence of such a stereotype means that anything
fone does or any of one’s features that conform to it make the
stereotype more plausible asa self-characterization in the eyes
‘of others, and perhaps even in one’s own eyes, We call this pre-