Most research has been investigated between African American students compared to European American students. Through these studies, it has been shown that when a student of color has a high risk of threat in a classroom the students anxiety reacts to the environment (e.g. body temperature and blood pressure rises). Specifically, threats in the environment affect exams of students of color and increase stress and anxiety when taking a test. Because stereotype threat usually occurs in a setting where a student feels threatened, threat is more of a situational condition. Students of color can experience stereotype threat in a classroom, when compared to wWhite/Asian peers, but women can also experience threat if told that their math performance was going to be measured in comparison to their white male counterparts. Rodriguez (2014) points that “the academic performance of Hispanic students is hindered by the presence of negative racial stereotypes much in the same way that African American students’ performance suffers in the presence of negative racial stereotypes” (p. 195). In 2003, Schander and Johns investigated the negative stereotypes of Hispanic and White participants and the impact on their working memory. Researchers framed their working memory with a “genera; intelligence” exam. Hispanics that were placed in a high threat environment had “evidence of reduced working memory capacity compared with white