Social-psychological research conducted over the past 15 years provides compelling evidence that pervasive psychological threats are present in common academic environments--especially threats that originate in negative intellectual stereotypes--and that these threats undermine the real-world academic performance of non-Asian ethnic minority students and of women in math and science. As a consequence, common measures of academic performance, including both grades and test scores, systematically underestimate the intellectual ability of ethnic minority students and of women in quantitative fields (Walton & Spencer, 2009). We review evidence for these psychological threats, discuss their implications for the meaning and interpretation of common performance measures used in important admissions decisions, and address their implications for the efforts of colleges and universities to create positive academic environments that allow all students to thrive. (Contains 1 footnote.)