The purpose of this study is to analyze the impact of stereotype threat in gateway courses on the academic major choices of Black students in Predominately White Institutions (PWIs). This study evaluates the role of individual metastereotypes held by Black students and individuating information provided by classroom-based interacts to determine what, if any, impact these factors have on identity threat in PWIs. This study uses a multi-dimensional evaluation of stereotype threat using self-as-threat and group-as-threat measures. The outcomes of identity threat are evaluated to determine their impact on academic performance and, finally, academic major choice. This study was based on a positivist, non-experimental, ex post facto, descriptive quantitative survey approach based on narrowly defined, specific questions and analyzing the responses using statistical methods. The data used in this study reflect the responses of 991 Black students from 27 predominately White institutions from the National Longitudinal Survey of Freshman (NLSF), collected between 1999 and 2004. The major findings of this study suggest that classroom environments can influence the amount of individuating information available to Black students and influence feelings of identity threat. The study also finds support for a multi-dimensional conceptualization of stereotype threat. The study found that once identity became salience in a situation, that self-threat is more likely to be influenced by classrooms specific interactions than is group threat. The study also found that self threat is more likely to undermine intrinsic motivation through achievement orientation goals. The study also found that identity salience is related to increased perceptions of difficulty in mathematics heavy coursework. Finally, the study found that low academic achievement affected major choice through the lack of progress towards an intended major. The findings of this study hold many implications for higher education. The findings of this study suggest that identity salience is an important starting point for both dimensions of identity threat. The also finds that the outcomes of identity threat can diminish motivation as well as present cognitive challenges to stereotyped students particularly in math-heavy subjects in PWIs. These outcomes present a barrier to success in math heave majors and subsequent career paths. [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.]