Stereotype Threat Presentation for High School

A lesson plan on stereotype threats

1. Stereotype Threat
Lesson Plan by Rachel Johnson

2. Student Descriptions
This lesson would be taught to 11th graders in their English class at
the beginning of the year before their big junior year standardized
testing. The class will be a standard central valley class filled with
multiple students of different ethnic backgrounds and well as an
almost 50/50 split of male and female students. A comfortable and
encouraging learning environment has already been created in the
classroom, so that all students feel heard and seen.

3. Nonfiction Research on Stereotype Threats
Standard: CCSS.ELA-LITERACY.RL.11-12.2
Students will be reading the article“Improving adolescents'
standardized test performance: An intervention to reduce the effects
of stereotype threat” in class to “Determine two or more central ideas
of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text” (English
Language).

4. Learning Objectives
By the end of the lesson,
students will be able to
examine nonfiction
literature.

By the end of the lesson,
students will be able to
critique the nonfiction
research on stereotype
type threats.

5. Resources and Materials
●Article “Improving adolescents' standardized test performance: An
intervention to reduce the effects of stereotype threat” by
Catherine Good, Joshua Aronson, and Michael Inzlicht.
●Something to write on
●Writing utensil

6. Intro
I’m going to give you one phrase, and you will write on and with
whatever you have brought with you for notes today. In other words,
pull out some to write with.
“Standardized Testing”
Write for three minutes on how this phrase makes you feel or what it
makes you think of.
~Have students share their thoughts if they want~

7. Lesson: Read through the Article
Teacher will lead students in reading the article. Depended on how
well the students read, the teacher can take over or find an audio
reading the text to the students.
Students will have their own copy of the article to write on, highlight,
and make general annotations.
Teacher will pause every other paragraph or so to make sure student
are not lost and following along.
Students will ask questions when they don’t understand something.

8. Assessment
After reading through the article, students will be asked to react—in
quick write form—to the text by critiquing the development of
thought, evaluating the presentation and organization of the
information, and summarizing how the text made them feel about
their own standardized testing experiences.

9. Review
The class will end with a classroom discussion centered around the
question of: “How can we as a class mitigate or eradicate stereotype
threats?”
Teacher will remind student to look back at the article to support the
students thoughts.

11. Works Cited
CCSS for ELA - Content Standards (CA Dept of Education). California Department of
Education, 2013, www.cde.ca.gov,
www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.
“English Language Arts Standards " Reading: Literature " Grade 11-12.” English Language
Arts Standards " Reading: Literature " Grade 11-12 | Common Core State Standards Initiative,
www.corestandards.org/ELA-Literacy/RL/11-12/.
Good, Catherine, Joshua Aronson, and Michael Inzlicht. “Improving Adolescents’
Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat.”
Journal of applied developmental psychology 24.6 (2003): 645–662. Web.
“Stereotype Threat Widens Achievement Gap.” American Psychological Association,
American Psychological Association, www.apa.org/research/action/stereotype.