Stereotype Threat and Differential Expected Consequences: Explaining Group Differences in Mental Ability Test Scores

Abstract

Why do some groups of students score lower than do others on standardized tests? Stereotype threat theory proposes that added pressure from the threat of confirming a negative stereotype impairs test performance. A related theory of differential expected consequences proposes that low-status test takers also expect negative consequences from doing too well on the test. Two laboratory studies investigated whether stereotype threat, differential expected consequences, or both impair test performance on standard mental ability tests. Stereotype threat and differential expected consequences were both found to impair scores on a standard test of mental ability, the Raven Advanced Progressive Matrices. Moreover, both theories explain how the test scores of the best students may be the most severely affected by negative stereotypes.