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In the essay,

1. Define stereotype threat.

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2.The target of stereotype threat and the source of stereotype threat interact and are believed to result in six possible forms of stereotype threat. Explain at least four possible forms of stereotype threat being sure to include a thorough example for each.

3. Explain how the experience of stereotype threat can depend on self-perception versus group identity. Be sure to include discussion of how that experience might differ if an individual belongs to more than one group at risk for stereotype threat. Use examples to illustrate your point.

4. Explain two consequences of a stereotype threat and elaborate why these consequences can occur.

5. Explain three ways to possibly remediate stereotype threat.

For all of the above, be specific and provide examples to illustrate your points. Also be sure to use the current literature to support your response.


  • Course Text: Nelson, T. D. (Ed.). (2016). Handbook of prejudice, stereotyping, and discrimination (2nd ed.) . New York, NY: Psychology Press.
    • Chapter 1, “The Study of Stereotyping, Prejudice, and Discrimination Within Social Psychology: A Quick History of Theory and Research”
    • Chapter 4, “Stereotype Threat”
  • Article: Banaji, M. R., & Hardin, C. D. (1996). Automatic stereotyping. Psychological Science, 7(3), 136–141. Retrieved from the Walden Library using the Business Source Complete database.
  • Article: Eagly, A. H. (2009). The his and hers of prosocial behavior: An examination of the social psychology of gender. American Psychologist, 64(8), 644–658. Retrieved from the Walden Library using the PsycINFO database.
  • Article: Inzlicht, M., & Kang, S. K. (2010). Stereotype threat spillover: How coping with threats to social identity affects aggression, eating, decision making, and attention. Journal of Personality and Social Psychology, 99(3), 467-481. Retrieved from the Walden Library using the Business Source Complete database.
  • Article: Plant, E. A., Devine, P. G., Cox, W. T. L., Columb, C., Miller, S. L., Goplen, J., & Peruche, B. M. (2009). The Obama effect: Decreasing implicit prejudice and stereotyping. Journal of Experimental Social Psychology, 45(4), 961–964. Retrieved from the Walden Library using the PsycINFO database.
  • Article: Stone, J., & McWhinnie, C. (2008). Evidence that blatant versus subtle stereotype thread cues impact performance through dual processes. Journal of Experimental Social Psychology, 44(2), 445–452. Retrieved from the Walden Library using the ScienceDirect database.


Optional Resources

  • Article: Article: Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components.Journal of Personality and Social Psychology, 56(1), 5–18.
  • Book Excerpt: Devine, P. G., & Monteith, M. J. (1999). Automaticity and control in stereotyping (pp. 339–360). In S. Chaiken & Y. Trope (Eds.), Dual process theories in social psychology. New York, NY: Guilford Press. recognizes that students often encounter challenging assignments that may be beyond their current skill level or require more time than they can spare due to their busy schedules. The platform steps in to provide valuable academic support by offering assistance with a wide range of assignments. Whether it’s a complex research paper, a challenging math problem set, or a literary analysis, ensures that students receive the guidance they need to excel. Every student is unique, and so are their academic needs. recognizes this and offers customized solutions. Students can communicate directly with their assigned writers, providing specific instructions and guidelines. This personal touch ensures that each assignment reflects the student’s individual style and preferences. Meeting deadlines is a critical aspect of academic success. understands this and prioritizes punctuality. The platform is known for its ability to deliver assignments promptly, even when facing tight schedules. This reliability allows students to submit their work on time, relieving them of the stress associated with late submissions.

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