What is a risk for students who are consistently subjected to negative stereotypes in school?

What is a risk for students who are consistently subjected to negative stereotypes in school?

• A. Increased cultural awareness
• B. Heightened self-esteem
• C. Internalization of negative beliefs about their abilities
• D. Improved social skills

Answer: (C)

Students who are consistently exposed to negative stereotypes in school are at risk of internalizing those negative beliefs about their abilities. This means they may begin to adopt these stereotypes as part of their own self-image, which can lead to decreased motivation, lower academic performance, and diminished self-esteem. This process, known as stereotype threat, can create a cycle where the negative expectations become a self-fulfilling prophecy, impacting their engagement in learning and their overall mental health. In contrast, the other options describe outcomes that are generally positive and are not typically associated with the experience of being subjected to negative stereotypes. For example, increased cultural awareness and improved social skills are likely results of diverse and inclusive environments rather than environments dominated by negative stereotypes. Heightened self-esteem is also unlikely in contexts where students frequently encounter demeaning stereotypes about their capabilities. Thus, internalization of negative beliefs about abilities is a direct and concerning consequence faced by these students.

Students who are consistently exposed to negative stereotypes in school are at risk of internalizing those negative beliefs about their abilities. This means they may begin to adopt these stereotypes as part of their own self-image, which can lead to decreased motivation, lower academic performance, and diminished self-esteem. This process, known as stereotype threat, can create a cycle where the negative expectations become a self-fulfilling prophecy, impacting their engagement in learning and their overall mental health.

In contrast, the other options describe outcomes that are generally positive and are not typically associated with the experience of being subjected to negative stereotypes. For example, increased cultural awareness and improved social skills are likely results of diverse and inclusive environments rather than environments dominated by negative stereotypes. Heightened self-esteem is also unlikely in contexts where students frequently encounter demeaning stereotypes about their capabilities. Thus, internalization of negative beliefs about abilities is a direct and concerning consequence faced by these students.