Removing the Threat in the Air: Teacher Transparency and the Creation of Identity-Safe Graduate Classrooms
Abstract
Through a qualitative investigation, the author examined the experiences of 12 Black graduate students to understand bet- ter the impact of stereotype threat (Steele, 1997a , 1999) and performance anxieties (Osborne, 2001) on their education in a traditionally white institution (TWI). The results of this study illustrate how some students enter the classroom anticipating that race--their own and their professors'--matters as it relates to their success in graduate school. Specifically, the results provide an understanding of the potential range of race-related perceptions that can hinder Black graduate students' participa- tion in TWIs. The author concludes with an examination of the pedagogical practices that prostereotype "threat in the air."
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