It has been claimed that Massive Open Online Courses (MOOCs) have the potential to help bridge the education gap in developing countries. However, many students from developing nations are underachieving in MOOCS. This project proposes that this is due to identity threat (academic achievement gaps attributed to uncertainty about social belonging due to race, gender, or social status). It then addresses two questions: why do members of developing countries experience identity threat in international learning settings and are members of developing countries disadvantaged due to bias and identity threat in other high-stakes contexts?
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