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Researchers conducted two experiments—one with black school children in North Carolina and one with undergraduate students from underrepresented high schools at Princeton University. They found that when a math test was reframed as a challenge versus an exam, students from the threatened group applied greater focus and perceived the task as conquerable. (Courtesy: NYU)
NYU (US)—What you say and how you say it can lessen the effects of “stereotype threats,” new research shows. Continue…
