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We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth\u2010grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated.<\/jats:p>","DOI":"10.1111\/cogs.12558","type":"journal-article","created":{"date-parts":[[2017,12,1]],"date-time":"2017-12-01T05:24:36Z","timestamp":1512105876000},"page":"678-690","update-policy":"https:\/\/2.zoppoz.workers.dev:443\/https\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":13,"title":["Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson"],"prefix":"10.1111","volume":"42","author":[{"given":"Emily McLaughlin","family":"Lyons","sequence":"first","affiliation":[{"name":"Department of Comparative Human Development University of Chicago"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nina","family":"Simms","sequence":"additional","affiliation":[{"name":"Psychology Department Northwestern University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kreshnik N.","family":"Begolli","sequence":"additional","affiliation":[{"name":"Psychology Department Temple University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lindsey E.","family":"Richland","sequence":"additional","affiliation":[{"name":"Department of Comparative Human Development University of Chicago"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,12]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"publisher","DOI":"10.1037\/edu0000056"},{"key":"e_1_2_6_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8721.2008.00602.x"},{"key":"e_1_2_6_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.0956-7976.2005.00789.x"},{"key":"e_1_2_6_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0278-7393.33.6.983"},{"key":"e_1_2_6_6_1","volume-title":"The d2 test of attention","author":"Brickenkamp R.","year":"1998"},{"key":"e_1_2_6_7_1","doi-asserted-by":"publisher","DOI":"10.1348\/000709901158578"},{"key":"e_1_2_6_8_1","doi-asserted-by":"publisher","DOI":"10.1521\/soco.2016.34.3.196"},{"key":"e_1_2_6_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2011.11.001"},{"key":"e_1_2_6_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/002205741419400107"},{"key":"e_1_2_6_11_1","doi-asserted-by":"publisher","DOI":"10.1002\/wcs.1299"},{"key":"e_1_2_6_12_1","doi-asserted-by":"publisher","DOI":"10.1080\/14794802.2013.797744"},{"key":"e_1_2_6_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.appdev.2004.08.001"},{"key":"e_1_2_6_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2009.01359.x"},{"key":"e_1_2_6_15_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8624.7402012"},{"key":"e_1_2_6_16_1","first-page":"231","volume-title":"Mathematics teaching, learning, and liberation in the lives of Black children","author":"Nasir N. 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