This research provides new insight into stereotype threat by examining a real-world intervention in community college classrooms. Practitioners need information about which interventions work in authentic school settings to implement them and begin to bring educational equity to historically marginalized students. The experimental study examined an intervention in college math classrooms. Students enrolled in introductory calculus at two metropolitan community colleges were given a diagnostic exam the first day of class. Students were randomly assigned to experimental or control groups. The experimental instructions contained the stereotype threat intervention. Exam scores were analyzed using analyses of variance. Means were compared for women and men, and White and Asian students. While results were not statistically significant, the intervention may have mitigated the impact of stereotype threat for women and Asian students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]