The beginning of the articles talks about how a stereotypes can effect academic achievement. The articles say that students need to become identified with school in order to succeed. In addition, the articles talks about how students who cannot become identified with school have a harder time succeeding in that environment. For example, the articles states that women must come to terms with the fact that math is a male dominated field.

Another part of the articles talks about a stereotype threat, which is a situational threat that in general form, can affect the members of any group about whom a negative stereotype exists. A stereotype threat comes from the persons risk of confirming a negative stereotype about one’s group as self characteristic. For example, if a person is constantly exposed to negative images of his/her racial or ethnic group, this person begins to internalize the same social and personal characteristics of these images. The article also talks about dis-identification, which is defined to be the ability of the person (the minority, such as women in math) to be able remove their self-identity in order to fit into the stereotype. This allows the person to be able to fit into the environment, but still hold on to their own values. However, it can also cause motivational problems in the person.

Next, the articles talks about the overprediction or underperformance phenomenon, which occurs on test due to the way they are written. Overprediction occurs when, the person's performance on a test, like the SAT, achieves lower than other students with the same beginning score. The prediction for this person does not match the actual outcomes of the test. This can happen from the way the test is written, towards the majority.

The article also talks about the general features of stereotype threat. First, the threat it not tried to on specif group. Second, the threat can be turned on and off. A teacher can help turn of the threat by reducing the relevance of the stereotype in the classroom. Third, different groups experience different forms and degree of stereotype threat. Fourth, you do not need to believe in the stereotype or even the stereotype threat to experience it. Fifth, to overcome the stereotype threat you have to get rid of the stereotype.

Finally, the article talks about removing the stereotype. When the stereotype is removed there is no or little difference between the performance of the majority and the group being stereotyped. A way a teacher could remove the stereotyping from their classroom would be to change the situation. To change the situation the teacher need to have a optimistic teacher-student relationship, challenge the student (to show them you believe in their abilities), and stress their intelligence.

The article "A Threat in the Air" by Claude M. Steele covers the topic of stereotype threats and there affects on groups of minorities such as African Americans or even just women in general in a school setting, particularly the subjects of math and the natural sciences. A stereotype threat is described as "a situational threat that, in general form, can affect the members of any group about whom a negative stereotype exists (e.g. skateboarders, older adults, white men, gang members). Where bad stereotypes about these groups apply, members of these groups can fear being reduced to that stereotype. And for those who identify with the domain to which the stereotype is relevant, this predicament can be self-threatening." A great example is also given by psychologist James M. Jones who is quoted in this article who wrote "When I go to the ATM machine and a woman is making a transaction, I think about whether she will fear I may rob her. Since I have no such intention, how do I put her at ease? Maybe I can't...and maybe she has no such expectation. But it goes through my mind."

The article also briefly states some statistics of how different categories of people compare to one another academically. It discusses the gaps of achievement between Blacks and Whites as well as between men and women. One example of a statistic given is the fact stated that even though White women constitute 43% of the U.S. population, they earn only 22% of the BS degrees and only 13% of the PhDs. Thery also make up a meer 10% of the jobs in physical science, math and engineering, where they earn only 75% of the salary that men earn.

After this, many of the tests that were performed are explained and what concluded is stated. There are tests that discuss: Stereotype threat of women performing in math, African Americans on standardized tests, stereotype threat vs. genes, and so on. Most of the tests conclude that "wise" schooling is the best practice. As for when a stereotype threat is minimized to the lowest degree, it is easier for any student who might be affected by this stereotype to avoid being affected by it in a negative way, which is basically what this entire article is about.

In conclusion this article, which for the most part I tend to agree with states what I have just said in that "wise practices can reduce Black students' underachievement in a real-school context and, as important, that unwise practices seem to worsen it." Realistically this can affect any students underachievement in a classroom and hopefully, subcoinciously increase a persons self-esteem.

Because of societal stereotypes, individuals in certain subjects may have a hard time identifying with that particular subject. This inability to identify with a subject could lead to low motivation because the individual might view their prospects in that subject as being low. In other instances, individuals are able to identify with their subject area but are still unable to succeed. This occurs because of what is known as stereotype threat. Stereotype threat is when individuals perceive the possibility of being judged or treated according to stereotypes. When individuals in this situation also identify with their subject area they face also a threat to their identity.

When a threat to an individual’s identity occurs, the individual can often experience disidentification. Disidentification is when an individual no longer internalizes a subject as a way of protecting themselves. For example an African American student who identifies with school may claim that they are just not a school person rather than failing in school and conforming to stereotypes of African Americans. In many cases this leads to underperformance for many individuals. The threat of being stereotyped is prevalent and the individual then internalizes the stereotype.

African Americans often experience this threat in relation to school as a whole and school achievement. Even students that perform exceptionally well and identify themselves as successful students, in many cases stereotype threat occurs and they underperform.

Women are another subgroup in this study. Women do well in the physical sciences and math fields through middle school. In high school they begin to decline in performance and are much underrepresented in professional fields involving these subjects. This is because of stereotype threat.

Success in school and certain subject areas is dependent upon a person’s ability to identify with school and its subjects. To achieve this, a person first assesses their prospects. If they believe that they will be successful they will identify with school or certain subjects.

In instances where someone is in a situation where a stereotype can become self-relevant, this is where stereotype threat can occur. For example; if a female is taking a standardized math test. If she performs poorly she may have to endure the stereotype that females are not good at math. It is relevant if it affects a person’s self-definition. “I’m good at math.” This is what makes the stereotype self-relevant.

This can lead a person to disitentify with a subject. “I’m good at math” turns into “I’m not good at math.” This occurs when a person is constantly exposed to negative stereotypes. This can lead to inferiority anxiety and low expectations that can eventually manifest themselves in withdrawal from school or from the subject. A female who was once a future engineer, now strays away from the profession. This can occur without directly being stereotyped. Just the possibility of being stereotyped can lead to this.

The key to stereotype threat is for the subject or for school to be self-relevant and self-definitional. Dissociation with school or with a certain subject will not lead to stereotype threat about school or that subject. This, therefore, most likely affects confident students than it does unconfident students.