Working Paper: NBER ID: w14705
Authors: Thomas S. Dee
Abstract: Achievement gaps may reflect the cognitive impairment thought to occur in evaluative settings (e.g., classrooms) where a stereotyped identity is salient (i.e., stereotype threat). This study presents an economic model of stereotype threat that reconciles prior evidence on how student effort and performance are influenced by this social-identity phenomenon. This study also presents empirical evidence from a laboratory experiment in which students at a selective college were randomly assigned to a treatment that primed their awareness of a stereotyped identity (i.e., student-athlete). This treatment reduced the test-score performance of athletes relative to non-athletes by 14 percent (effect size = -1.0).
Keywords: stereotype threat; student-athlete; academic performance; cognitive functioning
JEL Codes: C9; D0; I2
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Stereotype threat (C92) | Anxiety (D84) |
| Anxiety (D84) | Cognitive performance (D91) |
| Stereotype threat (C92) | Effort (D29) |
| Effort (D29) | Cognitive performance (D91) |
| Stereotype threat (C92) | Cognitive performance (D91) |