Mitigating Stereotype Threat

Stereotype threat refers to the fear, whether conscious or unconscious, of confirming negative stereotypes about one’s identity group. This fear can create mental strain that distracts from the task at hand, reducing focus and ultimately harming performance. While stereotype threat can affect any student, it is particularly common for underrepresented groups in academic settings, such as women in math-heavy fields or Black students in predominantly white college classrooms.

Stereotypes often come into play under conditions of pressure or stress, such as during class participation or exams, leading to lower performance. For example, research has shown that when men and women are told a test has revealed gender differences in the past, women tend to underperform compared to men. However, when participants are told that no gender differences have been observed on the same test, both men and women perform equally well. By removing the stereotype from the equation, women no longer have to contend with additional mental burdens, allowing them to focus solely on the task.

Stereotype threat can also be triggered subtly or implicitly. For instance, something as simple as collecting demographic information, such as gender or ethnicity, immediately before an exam can trigger concerns tied to those identifiers. Similarly, some students may face environments where stereotypes are so ingrained that they don’t need explicit reminders to feel marginalized. LGBTQ+ students at religious institutions, for example, may constantly contend with an unspoken sense of exclusion if heteronormativity is the assumed standard.

Addressing Imposter Syndrome

Imposter syndrome is a common psychological experience where high-achieving individuals struggle to internalize their accomplishments. Instead of feeling successful, they fear they will be exposed as frauds. This sense of being an “imposter” can lead to anxiety, low self-confidence, extreme sensitivity to failure, and even avoidance of tasks. It can also prevent students from seeking help, as they fear it will reveal their perceived inadequacies.

While imposter syndrome is often discussed among faculty and graduate students, it’s not limited to these groups. Undergraduate students, particularly those from underrepresented or first-generation backgrounds, often face similar feelings. First-generation students, for example, may feel that they don’t fully belong in college because no one in their family has attended or completed higher education. As a result, they might attribute their presence at college to luck or a mistake, rather than their own abilities, and worry that asking for help or struggling with coursework will expose them as not “deserving” to be there.

Unlike stereotype threat, which operates more on a subconscious level, imposter syndrome tends to be a more conscious fear of not belonging. The impacts of imposter syndrome can be significant, leading to anxiety, self-sabotage, and an unwillingness to engage fully in the learning process. As instructors, it’s important to recognize this phenomenon and implement strategies to help students overcome it, fostering a sense of belonging and confidence.

Strategies for Overcoming Stereotype Threat and Imposter Syndrome

Get to Know Your Students as Individuals

Building rapport with your students can have a powerful impact on classroom dynamics. When students feel seen as individuals, they are more likely to participate, stay motivated, and engage meaningfully with the material. Creating a sense of belonging not only enhances student performance but also fosters cross-cultural interactions, benefiting both international and domestic students alike. Even in large lecture courses, taking small steps to get to know your students makes a big difference. What matters most is the effort you put in.

Here are a few strategies that can be adapted to different classroom settings:

• Use a background questionnaire: At the start of the course, ask students to fill out a confidential survey. This gives you insight into who they are and what they’re bringing into the class. Be sure to share some of your own information as well, modeling the openness you’re asking from them. Questions might include:
  • What name would you like me to call you? What are your pronouns?
  • What’s your previous experience with [course topic]—formal or informal?
  • Have you taken any other classes in this discipline before?
  • What are you hoping to learn in this class?
  • What’s a fun fact about you?
  • Is there anything else you’d like me to know?
• Assess background knowledge: At the start of each new unit, find out what students already know about the topic. This can be done through a quick anonymous survey or an informal brainstorming session. Connecting new material to students’ existing knowledge helps make the content more relatable and accessible. See the chapter on assessing prior knowledge for more on this.
• Encourage office hour visits: Consider making an early-semester visit to office hours a course requirement. This ensures students know how to reach you when they have questions and helps build rapport early on. For larger classes, your teaching assistants can help with this too.
• Be available before and after class: Arriving a few minutes early or staying a few minutes late gives students a chance to approach you in a low-pressure setting. This can be especially helpful for students who might feel nervous about speaking up in class.

Communicate High Standards and Confidence in Students Through Feedback

Effective feedback is key to student growth—it works best when it is specific, actionable, timely, and constructive. However, the tone of your feedback can be just as important as the content, especially for students who may experience stereotype threat or imposter syndrome. Students from marginalized groups often face additional layers of uncertainty when receiving feedback, questioning whether critiques are a reflection of their work or tied to stereotypes about their identities. As an instructor, you have the opportunity to minimize this ambiguity and build students’ confidence by framing your feedback in a supportive, growth-oriented way.

Here are some strategies for delivering feedback that both challenges and supports students. See the chapter on Feedback for more.

• Offer opportunities for practice: Provide students with multiple chances for low-stakes practice, such as draft submissions, small quizzes, or in-class activities. This helps them refine their skills without the pressure of high-stakes grading and allows for feedback that is focused on growth rather than final judgment.
• Communicate confidence in their abilities: When giving critical feedback, balance it by expressing your belief in the student’s potential. Remind them that learning is a process and that their efforts are valuable. For example, you might say, “The comments I’m giving are meant to help you improve because I know you have the ability to reach a higher standard.”
• Be clear and constructive: Prioritize feedback that students can act on. Instead of focusing on what’s wrong, emphasize what they can do to improve and how they can apply those lessons to future work.

By combining high expectations with a clear expression of support, you help students build resilience and confidence in their own learning journey.

Model Inclusive Language

The language you use in the classroom can significantly shape the climate and sense of belonging for your students. Sometimes, even common phrases or examples can unintentionally exclude or marginalize certain groups. By being mindful of your language choices, you can create a more inclusive space where all students feel respected and seen.

Here are some practical strategies for modeling inclusive language:

• Ask for and use correct pronouns: At the beginning of the semester, ask students what name they would like to be called and what their pronouns are. You can do this through a simple “get to know you” questionnaire. Be sure to model this practice by sharing your own name and pronouns with the class. Consistently using the correct pronouns shows respect for your students’ identities.
• Use truly inclusive language: When addressing your class, choose words that include everyone. For example, say “Hey everyone” or “Hey folks” instead of “Hey guys.” Similarly, use “partner” or “spouse” instead of “husband” or “wife” unless you know someone’s specific situation.
• Avoid assumptions about experiences: Be mindful of examples that assume shared experiences, like living in a house, taking family vacations, or traveling by airplane. These assumptions can make students from different backgrounds feel left out. Instead, try to use broader examples, or acknowledge that different students may have different experiences.
• Explain cultural references: If you use idioms or cultural references, especially in exam questions or assignments, take a moment to explain them. This helps non-native English speakers and students from different cultural backgrounds engage with the material without feeling confused or excluded.
• Acknowledge diverse experiences: When giving examples, be inclusive by recognizing the variety of experiences your students may have. For instance, you might say, “For those of you who have traveled abroad or been on a ferry…” instead of assuming everyone has had the same experience.

Strive to Be Fair

Bias, both conscious and unconscious, exists throughout society—including in academia. It can show up in subtle ways, from hiring practices to graduate student advising, and it can also impact how we interact with and assess students. These biases are often implicit, meaning we may not even realize they’re influencing our actions. That’s why it’s important to be intentional about fairness in teaching, especially in grading, participation, and classroom discussions.

Here are some strategies to promote fairness in your teaching:

• Grade anonymously when possible: To minimize the effects of unconscious bias, try grading anonymously. Many Learning Management Systems, like Canvas, have features that allow you to grade without seeing students’ names. For hard copy assignments, cover the names with sticky notes and shuffle the papers before grading. This helps ensure that students are being evaluated solely on the quality of their work.
• Encourage balanced participation: In discussions, it’s common for a few students to dominate, while others hang back. To create a more equitable environment, use active learning strategies that encourage everyone to contribute. For example, wait longer before calling on students to give more people a chance to raise their hand. If you use cold calling, make sure it’s random and not skewed toward certain students. Tools like a number generator or a deck of cards can help with this.
• Be transparent about grading policies: Make sure your grading and regrading policies are clearly outlined in the syllabus. If you use rubrics, share them with students upfront so they know exactly how their work will be assessed. This creates a more transparent and predictable grading process, where every student knows the criteria and procedures are applied fairly to all.

Learn Your Students’ Names and Pronouns

Taking the time to learn your students’ names and pronouns can have a significant impact on their sense of belonging in your classroom. For students from marginalized groups, in particular, this effort can help counter feelings of invisibility or exclusion. Research shows that when students feel like they belong, their academic performance improves. Learning names and pronouns is a simple but powerful way to foster that sense of connection.

Here are some strategies to help you incorporate this practice into your teaching:

Before the Semester Starts:

• Review your roster: Take a look at your class list and, if available, review students’ names and pronouns through your learning management system. If you prefer, keep a hard copy of your roster with notes about preferred names and pronouns. This not only helps you memorize names more quickly but also gives you an easy reference during class.

On the First Day of Class:

• Introduce yourself and your pronouns: Set the tone by modeling inclusive practices. For example, you might say, “Hi everyone, my name is Professor Stone and I use she/her pronouns,” or, “Hi, you can call me Casey, and my pronouns are they/them.”
• Encourage students to share their names and pronouns: Create a welcoming space by inviting students to share their names and pronouns in a way that feels comfortable for them. Normalize this practice without putting anyone on the spot or assuming someone’s pronouns.
• Let them know you’re committed to learning their names: If you’re someone who struggles with remembering names, be open about it and ask for their patience. Make it a goal to learn a few names each day or with every class meeting.
• Use an icebreaker: Start with a fun activity that allows students to introduce themselves to each other as well. For example, you could have students share their name, major, and a fun fact about themselves, or participate in a name-learning game.

Note: If you ask students to introduce themselves, don’t require them to share their pronouns. While normalizing the use of pronouns is important, avoid putting students in a position where they feel pressured to disclose them, especially if they’re not yet comfortable doing so.

During Class:

• Name placards: In smaller classes, ask students to make simple name placards with paper and markers to use for the first few weeks. This helps everyone, including you, learn and use each other’s names.
• Reinforce learning in larger classes: Let students know that you’re making an effort to learn names, and when a student raises their hand, ask them to say their name before responding. Repeat it back as you engage with them to help solidify your memory.
• Use students’ pronouns: If you know a student’s pronouns, use them consistently. When in doubt, use gender-neutral pronouns like “they.” For example, “I really liked what Stacey said. Does anyone want to add to their response?”
• Gender-neutral greetings: When addressing the whole class, choose inclusive greetings such as “Hi everyone” or “Hey folks” instead of “Hey guys.” These small shifts in language help create a more welcoming space for all students.
• Handle mistakes gracefully: If you accidentally mispronounce a student’s name or use the wrong pronouns, simply apologize and correct yourself. There’s no need to dwell on the mistake—just make an effort to use the correct name or pronoun moving forward.