The Effects of Student-Teacher Race Congruency on Student Feelings of Stereotype Threat

Abstract

Stereotype threat has been shown to adversely affect performance in academic sectors; therefore, it is imperative to pinpoint factors that increase or reduce feelings of stereotype threat in order to work toward building solutions. Considering that the current literature is limited on the topic of racial stereotype threat in education, this study aims to evaluate whether the presence of student-teacher race congruency can impact feelings of stereotype threat in high school students of color. A digital survey was created using modified Stigma Consciousness Questionnaire measures, and a causal-comparative inquiry method was employed to compare the resulting data between three different racial or ethnic groups.