It makes people discouraged to take challenge in academia while being worried to be confirmed the limitation associated with stereotype. However, a lot of people are not aware that how much stereotype threat can devastate the effectiveness of education. One example is that the students with stereotype threat might not trust the feedback the teacher gives them. It’s very possible that they will wonder if the feedback is based on the quality of work or the stereotype of their abilities. Without the trust on feedback, they will not be motivated to improve. Then how to give critical and effective feedback? The paper by Whistling Vivaldi introduced Tom Ostrom strategy, which is able to break the stereotype by demanding more and believing the students are able to meet the demand. The criticism based on this strategy is more trustworthy. Not only in terms of feedback, it’s also really important to include identity safety while designing the class activities. Not necessarily by praising, but by maintaining a “calm working relationship”.