- Low group presence at school.
- Low academic position of members of the marginalized group that leads to an association between race and academics.

High-Potential-Threat-Context Schools

- High group presence at school.
- Academic position isn't racialized due to the high group presence.

Low-Potential-Threat-Context Schools

- High-Potential-Threat-Context Schools
- Low-Potential-Threat-Context Schools

Stanford University

- School context matters most for Black and Hispanic students that are historically marginalized in school settings.
- School context can change a student's academic identity if there is a perceived level of threat regarding their racial identity. 

School Context Based on Ethnic/Racial Diversity

Hanselman, P., Bruch, S. K., Gamoran, A., & Borman, G. D. (2014). Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps. Sociology of Education, 87(2), 106–124. https://doi.org/10.1177/0038040714525970

Threat in Context: School Moderation of the Impact of Social Identity Threat on Racial/Ethnic Achievement Gaps

Types of School Context

The effects of self-affirmation interventions were substantial for marginalized students in high-potential-threat-context schools but not in low-potential-threat-context schools. 


Self-Affirmation Interventions in Varying School Contexts

Marginalized students were found to have lower GPAs in high-potential-threat-context schools than their counterparts in low-potential-threat-context schools. 

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