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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Diagnostic Comparisons: Stereotype threat is typically measured by comparing a group of students vulnerable to Stereotype Threat, who take a reading or writing test and are told the test is diagnostic of their reading or writing abilities, to a group of students who are also vulnerable to Stereotype Threat and are told the test is non-diagnostic. If students in the "non-threat" group perform better than the students in the "threat" group this is evidence that Stereotype Threat has negatively influenced performance.
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Cherng, H. (2017). If they think I can: teacher bias and youth of color expectations and achievement. Social Science Research, 66, 170-186.
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Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and school belonging in adolescents from diverse racial/ethnic backgrounds. Journal of At-Risk Issues, 17(1), 9-14.
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Nikolaraizi, M., & Makri, M. (2004). Deaf and hearing individuals' beliefs about the capabilities of deaf people. American Annals of the Deaf, 149(5), 404-414.
Okele, Ndidi, A., Howard, Lionel, C., Kurtz-Costes, B., & Rowley, S. J. (2009). Academic race stereotypes, academic self-concept, and racial centrality in African American youth. Journal of Black Psychology, 35(3), 366-387.
Regner, I., Huguet, P., & Monteil, J. M. (2002). Effects of socioeconomic status (SES) information on cognitive ability inferences: When low-SES students make use of a self-threatening stereotype. Social Psychology of Education, 5(3), 253-269.
Shifrer, D. (2013). Stigma of a label: Educational expectations for high school students labeled with learning disabilities. Journal of Health and Social Behavior, 54(4), 462-480.
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