The relationships between social identity, stereotype threat, and academic success were explored among prenursing students. Stereotype threat has been linked to academic success in students from underrepresented populations within the social sciences and educational literature but has not been explored in nursing. A descriptive correlational design was used with Picho and Brown’s Social Identities and Attitudes Scale emailed to 159 prenursing students. Stereotype threat was significantly related to race/ethnicity with no significant relationship between stereotype threat and academic success. Further exploration of stereotype threat in nursing is warranted; there may be implications for retention and support of diverse students.
About the Authors Katherine Sullivan, PhD, RN, CNE, CEN, CTN-A, is an assistant professor, University of Northern Colorado School of Nursing, Greeley, Colorado. Anissa S. Guzman, PhD, RN, CNS, is director of nursing education, Dartmouth Hitchcock Medical Center, Manchester, New Hampshire. Dylan Ghaffari, MA, is a psychologist, Greeley, Colorado. The authors gratefully acknowledge financial support for this research from the University of Northern Colorado Research, Dissemination and Faculty Development Fund. For more information, write to firstname.lastname@example.org.
The authors have declared no conflict of interest.