I also fear that people will use this as an excuse to disregard the fundamental effect of expectation on performance. Speaking anecdotally, my own academic performance was marked by clear lines of correlation (if not causation) with the presence or lack of a welcoming, supportive environment.
Precalculus: Nurturing black woman teacher, other black males in course: high marks.
Calculus: Caustic white male teacher, only black male in course: low marks.
Calculus (college): Black male teacher, class was largely black: high marks.
AP Lang: Supportive, young white woman teacher, only black male in course: mediocre marks, 5 on exam.
AP Lit: Biased, older white woman teacher, only black male in course: mediocre marks, 4 on exam.
If not stereotype threat, something analogous is clearly at work. But I imagine that whatever that might be, the cadre of "unsurprised" commenters here will continue to have issue with it.
(Apologies for the terseness of this reply, my original was lost.)
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I also fear that people will use this as an excuse to disregard the fundamental effect of expectation on performance. Speaking anecdotally, my own academic performance was marked by clear lines of correlation (if not causation) with the presence or lack of a welcoming, supportive environment.
Precalculus: Nurturing black woman teacher, other black males in course: high marks.
Calculus: Caustic white male teacher, only black male in course: low marks.
Calculus (college): Black male teacher, class was largely black: high marks.
AP Lang: Supportive, young white woman teacher, only black male in course: mediocre marks, 5 on exam.
AP Lit: Biased, older white woman teacher, only black male in course: mediocre marks, 4 on exam.
If not stereotype threat, something analogous is clearly at work. But I imagine that whatever that might be, the cadre of "unsurprised" commenters here will continue to have issue with it.
(Apologies for the terseness of this reply, my original was lost.)