Negative-ability stereotypes raise the threat that one does not belong in the domain. They cast doubt on the extent of one's abilities, on how well one will be accepted.
Thus, for students whose primary barrier to school identification is stereotype threat, direct affirmation of their belongings base on the students' intellectual potential is effective.
Instructors can cultivate the development of identity-safe learning environments in by valuing and utilizing diverse content and perspectives.
This signals to African American students that their perspectives are welcomed and valued, especially if the content aligns with their interests.
The challenge in utilizing the diverse content is that instructors must diligently balance examples of racial group struggles with racial group accomplishments so that all students, but African American students in particular, see more than just negative images of their racial group represented in course content.
3. Create an identity-safe learning environment
Instructors can create identity-safe learning environments by working to minimize experiences with overt racism in the classroom
Making such a value public tells stereotype-threatened students that this is an environment in which the stereotype is less likely to be used.