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Effect of Stereotype Threat on the Performance of Elementary School Children: A Meta-Analysis

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Title: Effect of Stereotype Threat on the Performance of Elementary School Children: A Meta-Analysis
Language: English
Authors: Fanny Magoutier, Boris Vallée, Pascal Pansu (ORCID 0000-0002-8344-615X)
Source: European Journal of Psychology of Education. 2026 41(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Education
Descriptors: Stereotypes, Elementary School Students, Meta Analysis, Academic Achievement, Intelligence
DOI: 10.1007/s10212-025-01025-6
ISSN: 0256-2928
1878-5174
Abstract: Over the last several decades, a large body of research has sought to identify how stereotype threat affects the performance of people targeted by a negative stereotype. This paper presents a meta-analysis which aims to investigate how this phenomenon acts on elementary school children (kindergarten to fifth grade). Our main objective was to identify the age at which stereotype threat impacts school performance, and the conditions for its onset. We selected 17 relevant studies and used 25 effect sizes. The analyses of the empty model (random effect model, Viechtbauer, 2010) highlight a small significant effect indicating that elementary school children underperformed in a stereotype-threat condition compared to a non-threatening condition. The only moderator that was tested in the confirmatory analysis "activation type" was non-significant. However, the subsequent exploratory analyses revealed a significant effect of "grade level" and "stereotype type." The results tend to show that stereotype threat acts negatively on the performance of 2nd to 5th graders, but does not impact the performance of younger children. Surprisingly, gender stereotypes do not seem to be the most harmful among these primary school participants. Indeed, the threat of the intelligence stereotype group harms a child's academic performance considerably more.
Abstractor: As Provided
Notes: https://osf.io/xse8g/?view_only=b460c9810f0842e185bb6fbe96d65eda
Entry Date: 2026
Accession Number: EJ1501499
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Fanny+Magoutier%22">Fanny Magoutier</searchLink><br /><searchLink fieldCode="AR" term="%22Boris+Vallée%22">Boris Vallée</searchLink><br /><searchLink fieldCode="AR" term="%22Pascal+Pansu%22">Pascal Pansu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8344-615X">0000-0002-8344-615X</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: Over the last several decades, a large body of research has sought to identify how stereotype threat affects the performance of people targeted by a negative stereotype. This paper presents a meta-analysis which aims to investigate how this phenomenon acts on elementary school children (kindergarten to fifth grade). Our main objective was to identify the age at which stereotype threat impacts school performance, and the conditions for its onset. We selected 17 relevant studies and used 25 effect sizes. The analyses of the empty model (random effect model, Viechtbauer, 2010) highlight a small significant effect indicating that elementary school children underperformed in a stereotype-threat condition compared to a non-threatening condition. The only moderator that was tested in the confirmatory analysis "activation type" was non-significant. However, the subsequent exploratory analyses revealed a significant effect of "grade level" and "stereotype type." The results tend to show that stereotype threat acts negatively on the performance of 2nd to 5th graders, but does not impact the performance of younger children. Surprisingly, gender stereotypes do not seem to be the most harmful among these primary school participants. Indeed, the threat of the intelligence stereotype group harms a child's academic performance considerably more.
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