4 Ways to Prevent Stereotyping in Your Classroom

Most people are aware of the negative effects of stereotyping in our society, but in the classroom,
the impact can be even more harmful. “Stereotype threat” is a phenomenon in which a student’s
academic achievement is thwarted by their fear of confirming a negative stereotype about their
social group. This threat can affect anyone, but is particularly prevalent in members of
underrepresented groups or those (wrongly) assumed to be “academically inferior”.

The good news is that teachers can address the implicit biases that pervade their classrooms,
ensuring everyone is treated with respect, dignity and care. Here are four effective strategies you can
use to reduce the impact of stereotype threat and create a fair and inclusive learning environment
for all students.

1. Have Honest Conversations About Stereotype Threat

Honesty and openness are the keystones of change. A good place to start is reflecting on your own
inherent biases and owning up to and correcting your mistakes. When you lead by example, you can
create a safe space that allows for difficult conversations and encourages students to address their
own faulty thinking.

Look for opportunities to raise awareness about stereotypes during lessons, whether they come from
resources or from the students themselves. Be clear but respectful, and keep in mind that even if you
don’t have time for a deep dive into the bias in the moment, acknowledging it briefly will still help to
shift perspectives.

2. Create an Inclusive Environment

As a teacher, you set the tone in your classroom, and what you choose to share and highlight can
help you create a bias-free environment. For example, what type of images decorate the classroom
walls and feature in material – do they represent all cultures and a balance of genders? Is the room
accessible for students with disabilities? Do you use examples of past student successes that include
a range of social groups?

These things can make a big difference to the sense of belonging that students feel, not to mention
broadening their world views by making diversity the norm.

3. Expose Students to a Range of Perspectives and Teaching Materials

Many of us have a natural tendency to only want to hear from those we agree with, but actively
challenging this inclination is a key aspect of reducing stereotype threat in the classroom.

Stereotypes are rife in literature, movies, teaching materials and even current events – and while this
isn’t ideal, it does provide a great learning opportunity for students. Ask them to identify stereotypes
they notice in curriculum resources or in the news and discuss them in class, and make sure to point
out anything that is missed to show how easily we accept biases as reality.

Additionally, take care to select diverse materials wherever possible, as it’s important for students to
see themselves represented in what they’re learning. Exposing them to multiple perspectives and
people helps to teach them empathy, thereby diminishing the power of stereotype threat.

4. Foster a Growth Mindset in the Classroom

Encouraging a growth mindset is an effective remedy to counter the messages of embedded
stereotypes. Teach your students that their potential is not fixed – with continued practice and
dedication, they can change and improve even within areas that are currently challenging.

Create an atmosphere that values mistakes as opportunities for learning. If a student answers a
question incorrectly, ask them to explain their thought process and help them recognise where the
error occurred. When setting assignments, try to include some “low stakes” activities such as quizzes
and projects where effort and critical thinking are more important than being right. Encourage
students to think out loud, take risks, ask questions and embrace problems – and model this
behaviour yourself.

Summary

Stereotype threat can be difficult to combat for the simple reason that it often goes unrecognised.
But by incorporating these strategies into your teaching practice, you can begin to silence the
dialogue that inhibits students’ performance and build an environment that allows each of them to
realise their unique potential.