Thanks for being predictable. I should have stated at the outset that I was expecting someone to lay this mostly debunked turd into this thread.
Originally Posted by MistressNomad
Stereotype threat works only in a very narrow set of circumstances. This is how it works:
A test is given to a wide range of students.
Some students are given information that other students are not given.
The information given to the chosen students is that this test will measure the notion that they live up to the stereotype that is attached to them.
The introduction of this new information does negatively influence the performance of the student against the performance of the students who were not given the information.
The upshot is that the Black-White test gap is still present but when Black students are told that the test is being used to measure how they compare to White students, those Black students who were told this information perform worse than the black students were not told this information. You can substitute any category for black student - women and emotion, women and strength, men and aggression, men and sexism, etc. Where ever there is a stereotype and people are told that a test will measure whether the stereotype is true this puts these students under a greater load of anxiety.
NONE OF THIS has anything to do with the LSAT or other standardized tests.
Bull****. Prove it.
Testing environments that attempt to erase the stereotype threat see a near-complete closure of testing score gaps.
Sacket, et al.
On Interpreting Stereotype Threat as Accounting for African American–White Differences on Cognitive Tests
C. M. Steele and J. Aronson (1995) showed that making race salient when taking a difficult test affected the performance of high-ability African American students, a phenomenon they termed stereotype threat. The authors document that this research is widely misinterpreted in both popular and scholarly publications as showing that eliminating stereotype threat eliminates the African American–White difference in test performance. In fact, scores were statistically adjusted for differences in students’ prior SAT performance, and thus, Steele and Aronson’s findings actually showed that absent stereotype threat, the two groups differ to the degree that would be expected based on differences in prior SAT scores. The authors caution against interpreting the Steele and Aronson experiment as evidence that stereotype threat is the primary cause of African American–White differences in test performance.