Final answer:
Stereotype threat research suggests that the impacts of a remedial math program in a high school could vary, with students who previously failed potentially feeling hopeful, yet possibly facing risks of stigma, while higher-performing students might feel demotivated by perceived lack of incentives.
Step-by-step explanation:
Stereotype threat research would predict that a high school implementing a remedial math program targeted at incoming first-year students who failed previous math classes would have varying results depending on the students' perceptions and experiences. Students who previously received 'F' grades might feel hopeful for the opportunity to improve their skills, whereas middling students might be indifferent. However, there is a risk that higher-performing students could feel demotivated if they perceive a lack of incentive for maintaining high performance.
Furthermore, there are concerns about the stigma associated with being placed in a remedial program and whether this could exacerbate feelings of inferiority or reinforce negative stereotypes, particularly in schools where many students come from disadvantaged backgrounds. These programs could lead to self-fulfilling prophecies where students perform in alignment with lowered expectations. Nevertheless, the intent behind these programs is to address gaps in basic math skills, including fractions, percentages, and long division, which are crucial for academic success.