Describe the importance of diverse viewpoints in solving problems in your field and create experiences where people can work on problems in diverse teams.

Strategies for reducing stereotype threat and enhancing sense of belonging • Directly convey that diversity is valued in your work specifically and in your field more broadly. • Explain the strategies you use to try to ensure equity and fairness in your work. • When introducing tasks or providing feedback, convey that you hold high standards and that you will work with everyone to cultivate strategies so they will all meet those standards. • Feature diverse examples of professionals in your field. • Describe the importance of diverse viewpoints in solving problems in your field and create experiences where people can work on problems in diverse teams. • Work individually with struggling individuals on success strategies to help them avoid “overefforting.” • Give praise based on accomplishments (e.g., “you really excelled at identifying possible solutions”) rather than based on generic characteristics (e.g., “you’re so smart”). • Teach about stereotype threat and its impacts. • Provide opportunities for individuals to identify and reflect on their values and strengths. • Convey that all individuals have important roles to play in enhancing diversity and fairness (even people that might feel they are part of the “majority”). • Help everyone see themselves as important change agents for equity where their individual backgrounds and insights will be valued. • Provide structure in group work and discussions to ensure equitable participation. • Convey that discussions related to cultural awareness are opportunities for growth and not times in which people will be judged. • In situations where individuals might need to identify their personal characteristics (gender, ethnicity, etc.), ensure those demographic questions occur at the end (not at the beginning) of surveys/forms/tests. • Discuss work/school related anxiety as related to common external causes (e.g., performance anxiety) so it is not assumed to come from internal problems unique to certain people. • Recognize that an apparent lack of participation or engagement might be due to anxiety of drawing attention to oneself as opposed to a lack of preparation or interest on the part of an individual. • Reward individuals for overcoming confusions through opportunities to revise work based on feedback. • Create low-stakes situations that allow individuals to make mistakes, and emphasize that making mistakes is a goal in learning, since it leads to growth and new ideas. • Actively promote and facilitate the use of best practices for studying (e.g., study groups).