As stereotype threat was initially examined in experimental settings, the effects of such threats have often been tested by temporarily manipulating social identity threats. This study expands the literature by examining 9th-grade adolescents’ naturalistic stereotype threat, using data from the National Study of Learning Mindsets in the United States (n ~= 6040, age: 13–17, M_age = 14.31, 6.9% Black boys, 6.5% Black girls, 13.1% Latinos, 12.3% Latinas, 31.5% White boys, 29.7% White girls). The results indicate that Black and Latinx students experience higher levels of stereotype threat in high school mathematics classrooms than do their White peers. When students perceive that their teachers have created fixed mindset climates, they experience greater stereotype threat. Stereotype threat, in turn, negatively predicts Black and Latino boys and White girls’ later achievement via anxiety. These findings highlight the importance of creating mathematics classrooms that cultivate a growth mindset and minimize social identity threat.

由于刻板印象威胁最初是在实验环境中进行检查的，因此通常通过暂时操纵社会身份威胁来测试此类威胁的影响。本研究利用美国国家学习心态研究的数据，通过检查 9 年级青少年的自然主义刻板印象威胁来扩展文献（ n ~= 6040，年龄：13-17， M_年龄= 14.31，6.9% 黑人男孩，6.5% 黑人女孩，13.1% 拉丁裔，12.3% 拉丁裔，31.5% 白人男孩，29.7% 白人女孩）。结果表明，黑人和拉丁裔学生在高中数学课堂上遭受的刻板印象威胁程度高于白人同龄人。当学生意识到他们的老师创造了固定思维氛围时，他们会感受到更大的刻板印象威胁。反过来，刻板印象的威胁也会通过焦虑对黑人和拉丁裔男孩以及白人女孩后来的成就产生负面预测。这些发现强调了创建培养成长心态并最大限度地减少社会身份威胁的数学课堂的重要性。