ecially seem true with standardized cognitive testing. However, for black students, difficulty with the test makes the negative stereotype relevant as an interpretation of their performance and of them. They know that right away they are perceived as having limited ability. When groups are not stereotyped the way they do not experience the extra intimidation. Something other than ability was involved and Steele feels it is the negative stereotype threat.However, what about motivation or maybe the black students skills were less than the white students were? Steele then reasoned if the intimidation factor was lessened then the results would be different. Again, they brought black and DiLorenzo 5white students together only this time the test was said to have no bearing on ability. As if someone turned of William Cross’s anxiety spotlight the black students scores rose to meet their white counterparts. This one simple instruction had a profound change on the meaning of the situation. Steele contends with black students negative stenotypes apply in many situations, even personal ones. Why did that person treat me that way? Why did the white girl not return my telephone calls? Is it because of race or something else about him? He cannot fully dismiss the question and this raises even deeper ones, such as will his race be a boundary to his college experience, to his emotions, to his relationships, to his life? With time the black student may weary of the extra vigilance theses situations require and of what the psychologists in the same article, Jennifer Crocker and Brenda major have called “attritional ambiguity” of being on the receiving end of negative stereotypes. To reduce this stress he may learn to care less about the situations and activities that bring it about-to realign his self-regard so that it no longer depends on how he does in the situation. We have called psychic adjustment “miside...
