When we taught people the growth mindset, it changed the way they reacted to their depressed mood. The worse they felt, the more motivated they became and the more they confronted the problems that faced them.

In short, when people believe in fixed traits, they are always in danger of being measured by a failure. It can define them in a permanent way. Smart or talented as they may be, this mindset seems to rob them of their coping resources.

It’s also important to realize that even if people have a fixed mindset, they’re not always in that mindset. In fact, in many of our studies, we put people into a growth mindset. We tell them that an ability can be learned and that the task will give them a chance to do that. Or we have them read a scientific article that teaches them the growth mindset. The article describes people who did not have natural ability, but who developed exceptional skills. These experiences make our research participants into growth-minded thinkers, at least for the moment - and they act like growth-minded thinkers, too.

When stereotypes are evoked, they fill people’s minds with distracting thoughts—with secret worries about confirming the stereotype. People usually aren’t even aware of it, but they don’t have enough mental power left to do their best on the test.

This doesn’t happen to everybody, however. It mainly happens to people who are in a fixed mindset. It’s when people are thinking in terms of fixed traits that the stereotypes get to them. Negative stereotypes say: “You and your group are permanently inferior.” Only people in the fixed mindset resonate to this message.

Even parents who hold a growth mindset can find themselves praising their child’s ability—and neglecting to focus on their child’s learning process. It can be hard to shake the idea that telling kids they’re smart will build their confidence.

There is poignancy to stereotype threat: It’s felt most by those in the stereotyped group who are most identified with achieving in the area where the stereotype applies, and who are trying to do challenging or frustrating things in that area. It affects most the vanguard of the group— as in Mirna wanting to succeed as an ultrarunner; as in women trying to break glass ceilings in finance; as in highly invested African American law students taking challenging state bar exams; as in white American males trying to succeed in elite basketball. That’s when, in the heat of frustration, the stereotype’s dark message— “everybody knows that, because of who you are, you probably can't do well at this, and that you probably don’t belong”— becomes personally relevant. That’s when it can cause enough churn to interfere with performance.