Merillat B D Corrigan D G Harper B E 2018 Reducing stereotype threat in urban

Merillat b d corrigan d g harper b e 2018 reducing

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Merillat, B. D., Corrigan, D. G., & Harper, B. E. (2018). Reducing stereotype threat in urban schools. Social Psychology of Education , 21 (1), 1–26. - org.carthage.idm.oclc.org/10.1007/s11218-017-9403-0
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Stone, J., Harrison, C., & Mottley, J. (2012). "don't call me a student-athlete": The effect of identity priming on stereotype threat for academically engaged african american college athletes. Basic and Applied Social Psychology, 34 (2), 99-106. doi:10.1080/01973533.2012.655624 The articles are organized again in terms of the most general or ones that cover the topic of teaching interventions in the broadest sense and then going into more specific ways it can reduce stereotype threat in school and then in student athletes. B . Transition to Next Topic (i.e. how would this idea link to the next?) Teaching interventions can be useful in reducing the effects of stereotype threat. In our study we hope to further investigate the effects of stereotype threat and how teaching interventions can reduce the effects of stereotype threat. NOTE: Please note any topics in which you need more article/resource to support. Please add or delete topics as necessary. Also, please feel free to create sub-topics under any of the main topics where they are needed. V. Connection between Past & Present (The Present Study) NOTE: This paragraph will eventually become the last one in your Introduction. It connects the past research you have cited in the topics of your Introduction to the current study you will go on to explain in the rest of your APA style research report. A. What has been the focus of previous research in this area? Review the main point from each topic. In the past the focus on research in stereotype threat has largely been on its effects among gender and specific minority groups in academic fields. In Gender stereotype threat studies found () that female participates are more likely to perform worse than male participants on math testing. Studies have also found a positive effect
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of teaching intervention has one student effected by stereotype threat. according to (), teaching interventions helped reduce the effects of stereotype threat substantially. In a similar study () they found that by using an external excuse for test taking difficulties that the effects of stereotype threat were also reduced. Similar research has been found regarding stereotype threat among student athletes compared to regular students and student athlete females and males compared to regular student females and males. Research done by () () () found that student athletes are also affected by stereotype threat, and in () study they found that female athletes are even more effected by stereotype threat when taking a math test, not only for the student athlete factor but also because of the gender stereotype threat. B. What has previous research failed to look at? Though research has been done in the past to see the effects of stereotype threat in student athletes as well as how methods like teaching interventions can help reduce the effects of stereotype threat among men and women, there has not been much research regarding how teaching interventions can reduce the effects of stereotype threat among student athletes. It is further
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