Mr. Gloster teaches high school and observes the long-term effects of stereotype threat with various groups of students in his classes. He wants to prevent their disidentification with academics and help them overcome this threat. Which of the following actions on his part is most likely to help him reach his goal?
A) Help students recognize that intelligence is inherited and encourage them to accept their level of ability without anxiety about stereotypes.
B) Help students avoid academic challenge and develop a positive mindset about their connections at school.
C) Help students feel a sense of belonging by lowering the expectations for individuals who exhibit signs of stereotype threat.
D) Help students see academic achievement as part of their ethnic, racial, and gender identity by introducing role models.