Reducing Stereotype Threat in First-Year Logic Classes

Feminist Philosophy Quarterly 1 (2):1-13 (2015)

Abstract
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.
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DOI 10.5206/fpq/2015.2.4
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Gender and Philosophical Intuition.Wesley Buckwalter & Stephen Stich - 2013 - In Joshua Knobe & Shaun Nichols (eds.), Experimental Philosophy, Vol.2. Oxford University Press. pp. 307-346.
The Undergraduate Pipeline Problem.Cheshire Calhoun - 2009 - Hypatia 24 (2):216 - 223.

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