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A controlled study was conducted to detect stereotype threat on harder topics in introductory Computer Science. Students in the control group were asked to identify their demographic information before taking the test whereas students in the experimental group were asked to do so after completing the test. So, the control group was indirectly reminded of stereotypes before taking the test, when it could affect performance on the test, whereas the experimental group was reminded after the test when it could not affect test performance. Tests on two different loops were used, along with a partial cross-over design: a random group of students served as the control group on one test, and the experimental group on the other and vice versa. Mixed factor ANOVA analysis of the data showed that all the students scored significantly higher when not reminded of stereotypes before the test regardless of sex or race. In addition, average/below-average students scored significantly higher when not reminded of stereotypes before the test, again, regardless of sex or race. So, on harder topics in Computer Science, stereotype threat affects all the students, and in particular, the less-prepared students. In light of this, some suggestions are offered for avoiding stereotype threat during tests.