A Math-Related Decrement Stereotype Threat Reaction Among Older Nontraditional College Learners

Abstract

It is important to address quality of life issues, such as education participation, with a growing aging population. The focus for the present research was on possible reactions among a broad age range of nontraditional learners. The present study found significant aging-related issues in perceived willingness to be involved in math-related learning and associated assessment contexts. Although nontraditional male and female learners differed in their characterization of personal past social role models' messages toward gender-related math ability, there was no significant differences in math test performance. This finding supports a possible decrement stereotype threat belief among relatively older learners.

Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students

“…However, stereotype threat, which plays a role in women’s but not men’s math performance (Gunderson, Ramirez, Levine, & Beilock, 2012; Shapiro & Williams, 2012; Spencer et al, 1999), can influence these relationships. Because adult learners are influenced by age-related stereotype threat (Hollis-Sawyer, 2011), female adult learners may experience the compounded effects of both age- and gender-related stereotype threat. Obviously the relationship between gender and anxiety, efficacy, and concept is unclear, and future research will help elucidate this relationship.…”

“…Stereotype threat, which occurs when a known stereotype about a group of which one is a member results in fear and anxiety, is routinely found to have a negative impact on test performance (Spencer, Steele, & Quinn, 1999; Steele & Aronson, 1995). Adult learners appear to be subject to age-related stereotype threat regarding their math performance (Hollis-Sawyer, 2011), suggesting that their perceptions of their own ability are negatively influenced by the stereotype that adults are not as cognitively competent as younger students.…”

Most Likely to Succeed: Exploring Predictor Variables for the Counselor Preparation Comprehensive Examination

“…Ageism, a negative belief about the abilities of older adults, could also affect older adults' success on the CPCE. Hollis‐Sawyer () investigated stereotype threat among older college learners and found that older learners reported negative evaluations of performance capability about testing and specifically about math ability. Bertera, Bertera, Morgan, Wuertz, and Attey () further supported Hollis‐Sawyer's findings by indicating that perceived barriers to learning or integrating new concepts can substantially affect older adults' academic performance.…”

Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in Highly Maths Anxious Female Adult Learners

“…Relevant to this study is stereotype threat in women and mathematics (Spencer et al, 1999) and older students. Hollis-Sawyer (2011) found an age-related decrement stereotype belief (i.e., that older students are not as intellectually competent as their younger counterparts) may result in adult learners’ lower performance. This may be particularly true for women in mathematics, as a stereotype continues to exist that mathematics is a masculine domain (Siivonen, 2013), so female adult learners may be subject to a double stereotype effect in mathematics (Lamont et al, 2015).…”