UCLA

This exploratory mixed methods study addresses the self-perceptions and engagement of mathematics students susceptible to stereotype threat. It convenes a group of math educators to implement Anti-Stereotype Threat Pedagogy (ASTP)—an experimental intervention—to 75 high school students in four separate Integrated Math classes over six weeks. This study explores teachers’ implementation experience and the impact of introducing such a methodology on learners’ self-perception of math potential and engagement and instructors’ beliefs around the teaching and learning of diverse students.