Stereotype threat effect (STE) is a psychosocial phenomenon that can cause performance decrements on standardized tests. The purpose of this quantitative study was to explore standardized test construct through the lens of intelligence theories as a potential mediator for STE for low socioeconomic status (LSES) students in rural Arkansas schools. The theory of STE will be used to explain why LSES are susceptible to STE. The researcher collected quantitative data through an experimental design; participants took either a performance-based or a traditionally formatted math and literacy test to determine if scores (dependent variable) were significantly impacted by test construct within one of five treatments: 1) control, 2) salient-nonthreat, 3) salient-threat, 4) non-salient-nonthreat, and 5) non-salient-threat. Information about the internal conflict, investment in schooling, investment in testing, and self-reported SES was collected via a posttest questionnaire, and the subjective SES was compared to the objective SES that the researcher collected. The findings indicated that participants did not experience STE in any treatment group; however, there was a statistically significant difference between subjective and objective SES -- participants overidentified as high socioeconomic status. These findings may support previous research that indicates that identification with the negatively stereotyped group may be necessary to elicit STE. Since the researcher's sample population was predominantly LSES, the results may also indicate that susceptibility to STE may be lowered in homogenous environments -- a finding that may support role model interventions for STE. [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/en-US/products/dissertations/individuals.shtml.]