Reducing Stereotype Threat in First-Year Logic Classes
In this paper I examine some research on how to diminish or eliminate stereotype threat in mathematics. Some of the successful strategies include: informing our students about stereotype threat, challenging the idea that logical intelligence is an “innate” ability, making students In threatened gro...
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| Format: | Article |
| Language: | English |
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University of Western Ontario
2015-11-01
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| Series: | Feminist Philosophy Quarterly |
| Online Access: | https://ojs.lib.uwo.ca/index.php/fpq/article/view/3005 |
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doaj-1ce0b697a91e4d33928a51e7a9c167612021-09-10T22:04:42ZengUniversity of Western OntarioFeminist Philosophy Quarterly2371-25702015-11-011210.5206/fpq/2015.2.4Reducing Stereotype Threat in First-Year Logic ClassesVanessa Lehan0York University In this paper I examine some research on how to diminish or eliminate stereotype threat in mathematics. Some of the successful strategies include: informing our students about stereotype threat, challenging the idea that logical intelligence is an “innate” ability, making students In threatened groups feel welcomed, and introducing counter-stereotypical role models. The purpose of this paper is to take these strategies that have proven successful and come up with specific ways to incorporate them into introductory logic classes. For example, the possible benefit of presenting logic to our undergraduate students by concentrating on aspects of logic that do not result in a clash of schemas (i.e., logic as language and the benefit of logic as aesthetic enjoyment). https://ojs.lib.uwo.ca/index.php/fpq/article/view/3005 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Vanessa Lehan |
| spellingShingle |
Vanessa Lehan Reducing Stereotype Threat in First-Year Logic Classes Feminist Philosophy Quarterly |
| author_facet |
Vanessa Lehan |
| author_sort |
Vanessa Lehan |
| title |
Reducing Stereotype Threat in First-Year Logic Classes |
| title_short |
Reducing Stereotype Threat in First-Year Logic Classes |
| title_full |
Reducing Stereotype Threat in First-Year Logic Classes |
| title_fullStr |
Reducing Stereotype Threat in First-Year Logic Classes |
| title_full_unstemmed |
Reducing Stereotype Threat in First-Year Logic Classes |
| title_sort |
reducing stereotype threat in first-year logic classes |
| publisher |
University of Western Ontario |
| series |
Feminist Philosophy Quarterly |
| issn |
2371-2570 |
| publishDate |
2015-11-01 |
| description |
In this paper I examine some research on how to diminish or eliminate stereotype threat in mathematics. Some of the successful strategies include: informing our students about stereotype threat, challenging the idea that logical intelligence is an “innate” ability, making students In threatened groups feel welcomed, and introducing counter-stereotypical role models. The purpose of this paper is to take these strategies that have proven successful and come up with specific ways to incorporate them into introductory logic classes. For example, the possible benefit of presenting logic to our undergraduate students by concentrating on aspects of logic that do not result in a clash of schemas (i.e., logic as language and the benefit of logic as aesthetic enjoyment).
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| url |
https://ojs.lib.uwo.ca/index.php/fpq/article/view/3005 |
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AT vanessalehan reducingstereotypethreatinfirstyearlogicclasses |
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