Girls' math performance under stereotype threat: The moderating role of mothers' gender stereotypes.

Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara

doi:10.1037/a0024047

Cited by 174 publications

(102 citation statements)

References 46 publications

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“…Among the published articles, nonsignificant findings were almost always reported in an article along with some significant stereotype threat effects found either at another age (Ambady et al, 2001;Muzzatti & Agnoli, 2007), only with certain students (Keller, 2007), on certain items (Keller, 2007;Neuville & Croizet, 2007), or in certain contexts (Huguet & Regner, 2007, Study 2;Picho & Stephens, 2012;Tomasetto et al, 2011). Importantly, none of the three unpublished dissertations showed a stereotype threat effect.…”

Section: Summary Of Findings: Past Research and Current Studiesmentioning

confidence: 99%

“…Neuville and Croizet (2007) found that stereotype threat had a negative effect on performance on difficult items but had a positive effect on easy items. Tomasetto et al (2011) found that girls whose mothers neither accepted nor rejected the gender stereotype about mathematics were susceptible to stereotype threat effects but girls whose mothers rejected the stereotype were not affected.…”

Section: Empirical Findingsmentioning

confidence: 99%

“…Among studies investigating stereotype threat effects in early elementary school students, one study found stereotype threat effects (Ambady et al, 2001), two studies reported mixed results (Neuville & Croizet, 2007;Tomasetto et al, 2011), and one study did not find effects (Muzzatti & Agnoli, 2007). Neuville and Croizet (2007) found that stereotype threat had a negative effect on performance on difficult items but had a positive effect on easy items.…”

Section: Empirical Findingsmentioning

confidence: 99%

“…Perhaps other factors are also important. For example, Tomasetto et al (2011) found that stereotype threat impacted the mathematics performance of girls whose mothers held neutral gender stereotypes about mathematics but not girls whose mothers rejected the gender stereotype about mathematics. It may be useful to follow up this finding to determine whether mothers' characteristics predict their daughters' behavior under stereotype threat (i.e., if we take a sample of children and collect information about their mothers' stereotyping, we should be able to predict how the children will respond to stereotype threat).…”

Section: Potential Explanations For Not Finding Stereotype Threat Effmentioning

confidence: 99%

See 3 more Smart Citations

An examination of stereotype threat effects on girls’ mathematics performance.

Ganley¹,

Mingle²,

Ryan³

et al. 2013

Developmental Psychology

110

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Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects during childhood and adolescence. Three activation methods were used, ranging from implicit to explicit. Across studies, we found no evidence that the mathematics performance of school-age girls was impacted by stereotype threat. In 2 of the studies, there were gender differences on the mathematics assessment regardless of whether stereotype threat was activated. Potential reasons for these findings are discussed, including the possibility that stereotype threat effects only occur in very specific circumstances or that they are in fact occurring all the time. We also address the possibility that the literature regarding stereotype threat in children is subject to publication bias.

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Section: Summary Of Findings: Past Research and Current Studiesmentioning

confidence: 99%

Section: Empirical Findingsmentioning

confidence: 99%

Section: Empirical Findingsmentioning

confidence: 99%

Section: Potential Explanations For Not Finding Stereotype Threat Effmentioning

confidence: 99%

See 2 more Smart Citations

An examination of stereotype threat effects on girls’ mathematics performance.

Ganley¹,

Mingle²,

Ryan³

et al. 2013

Developmental Psychology

110

View full text Add to dashboard Cite

show abstract

“…Parental perceptions, particularly those of mothers, are related to children's competence beliefs in mathematics, their future career choices and their susceptibility to the negative effects of stereotype threat (Bleeker & Jacobs, 2004;Jacobs, 1991;Tomasetto, Alparone, & Cadinu, 2011). Research has shown that teachers who report higher levels of MA are less confident about their mathematics teaching, are more likely to teach mathematics at a surface level, and to use less effective teaching methods (Brush, 1981;Gresham, 2009;Trujillo & Hadfield, 1999).…”

Section: Introductionmentioning

confidence: 99%

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Buckley

Reid

Goos

et al. 2016

Australian Journal of Education

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Mathematics anxiety is a significant barrier to mathematical learning. In this article, we propose that state or on-task mathematics anxiety impacts on performance, while trait mathematics anxiety leads to the avoidance of courses and careers involving mathematics. We also demonstrate that integrating perspectives from education, psychology and neuroscience contributes to a greater understanding of mathematics anxiety in its state and trait forms. Research from cognitive psychology and neuroscience illustrates the effect of state mathematics anxiety on performance and research from cognitive, social and clinical psychology, and education can be used to conceptualise the origins of trait mathematics anxiety and its impact on avoidant behaviour. We also show that using this transdisciplinary framework to consider state and trait mathematics anxiety separately makes it possible to identify strategies to reduce the negative effects of mathematics anxiety. Implementation of these strategies among particularly vulnerable groups, such as pre-service teachers, could be beneficial.

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Development of Achievement Motivation and Engagement

Wigfield

Eccles

Fredricks

et al. 2015

Handbook of Child Psychology and Developmental Science

466

394

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In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social‐cognitive expectancy‐value theoretical perspective to organize our discussion of this work. We first discuss the development of children's motivation and engagement and take another look at the often‐observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children. We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development. The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years. In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively. We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children. We discuss the need for more integrative studies of how parents and also teachers impact children's motivation. We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation.

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Girls' math performance under stereotype threat: The moderating role of mothers' gender stereotypes.

Cited by 174 publications

References 46 publications

An examination of stereotype threat effects on girls’ mathematics performance.

An examination of stereotype threat effects on girls’ mathematics performance.

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Development of Achievement Motivation and Engagement

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