Stereotype threat: A potentially salient component in the college entrance test scores for high achieving African American students in selected rural school districts

The comparatively low college entrance test scores for African American students, even those students who are academically successful, have been of particular concern for educators. This study was designed to provide information for parents, teachers, and school personnel to assist African American students in achieving competitive scores on college entrance examinations. The purpose of this study was to discover if stereotype threat which is defined as a fear of reinforcing a stereotype for certain groups or individuals was a salient component on these test scores.;The participants for this descriptive study were African American students in the first quartile of their senior class in select rural school districts. The methodology for this study consisted of a survey and semi-structured interview. The first research question sought to determine if African American students experienced reduced self-efficacy during college entrance examination testing. Reduced self-efficacy was found not to be a factor in the testing process. The second research question sought to discover if stereotype threat was a hazard to African American students in their school environment. The environment was found not to be a salient component for African Americans of the first quartile. The third research question focused on how to reduce stereotype threat in the test taking environment Students should be informed of stereotype threat and its accompanying influence on test results. In addition, sustained, systemic study for college entrance tests should be implemented. Research revealed that although stereotype threat may have played a small role in college entrance test results, it was not a salient component for high achieving African American students.