Stereotype Threat and Student-Athlete Academic Achievement

Abstract

This thesis investigates the underperformance of student-athletes at a prestigious university through the lens of stereotype threat. This study’s subtle priming manipulation of threat combined with its investigation into an intervention technique for student-athletes makes this research unique. Athlete and non-athlete participants completed one of four possible survey conditions. They were either under threat, being asked about their identity as an athlete before a ten-question math exam, or not under threat, being asked about their identity as an athlete after the exam. Participants either completed a self-affirmation intervention writing activity or a control writing activity before the exam. Athletes tended to perform better on the math exam after completing the self-affirmation across both threat conditions, and when under threat across both affirmation conditions. Non-athletes performed significantly better on the exam after completing the control affirmation. For male non-athletes, the self-affirmation activity boosted their exam scores when under threat. Evidence suggests that both affirmation intervention types have the potential to increase academic achievement for different people. Furthermore, student athletes may not always react to stereotype threat by underperforming. Investigating academic underperformance is necessary so all students can be given the same opportunity to succeed in educational settings.