Potential stereotype threat and face validity effects on cognitive‐based test performance in the classroom

Calculus GPA and Math Identification as Moderators of Stereotype Threat in Highly Persistent Women

“…Instead of modeling skill level as a moderator variable, studies have typically controlled for skill level in order to test whether the effect of stereotype threat is statistically significant beyond that of skill level or to increase the power to detect the effects of stereotype threat on performance (Steele & Aronson, 2004). Many studies examining the effect of the stereotype about women's math abilities have sampled those with relatively high SAT math scores (e.g., Martens, Johns, Greenberg, & Schimel, 2006;Marx & Roman, 2002;Quinn & Spencer, 2001;Schmader, 2002;Schmader & Johns, 2003;Shih, Pittinsky, & Ambady, 1999;Spencer et al, 1999) or have controlled for SAT math scores for these reasons (e.g., Gonzales, Blanton, & Williams, 2002;Hollis-Sawyer & Sawyer, 2008;Inzlicht & Ben-Zeev, 2000Keller, TESTING HYPOTHESIZED MODERATORS OF STEREOTYPE THREAT 2002, 2007Lesko & Corpus, 2006;Marx & Roman, 2002;Schmader, 2002;Schmader & Johns, 2003;Steele & Aronson, 1995;Vick, Seery, Blascovich, & Weisbuch, 2008;Wout, Danso, Jackson, & Spencer, 2008;Wout, Shih, Jackson, & Sellers, 2009). As Steele (1997) noted, it is those with greatest skill who are expected to suffer the most from stereotype threat, implying those with less skill in the domain will suffer less or not at all.…”

“…In the current study, because the task which the participants performed was calculus based, we used prior GPA derived from grades in calculus classes rather than prior SAT math scores. When appropriate, other studies have used prior grades in math courses as the measure of skill (Hollis-Sawyer & Sawyer, 2008;Keller, 2002Keller, , 2007. Similar to math identification, the adverse effect of stereotype threat on calculus test performance was expected to increase as calculus GPA increased (H2).…”

“By the Numbers:” Language-based and Competency Enhancing Math Instruction to Alleviate Older Women’s Math Stereotype Threat Reactions

“…Because items were revised from the original source, only current pilot test results toward reliability can be reported. Pilot testing revealed initial inter-item consistency of items to range from .86 to .89 within sub dimensions (Hollis- Sawyer & Sawyer, 2008).…”

“…As educators, it is an ethical imperative to focus on the "internal" barriers to life-long learning opportunities (Hollis- Sawyer & Sawyer, 2008;Sawyer & Hollis-Sawyer, 2005;Willis, 1985). With these same efforts toward positive educational design, early socialization and associated life-long adaptation issues for aging non-traditional learners need further investigation to identify effective "positive" messages in education settings (e.g., Peterson, 1983).…”

Stereotype threat and the cognitive performance of adolescent immigrants: The role of cultural identity strength

“…Studies showed that stereotype and social identity threat can impair the performance of Latino Americans in the US (e.g., Armenta, 2010;Hollis-Sawyer & Sawyer, 2008;Schmader & Johns, 2003), and of various immigrant groups in Europe (e.g., from North Africa or the Balkans), who are also confronted with a lowintelligence stereotype within the new residence country (e.g., Appel, 2012;Berjot, Roland-Levy, & Girault-Lidvan, 2011;Chateignier, Dutrévis, Nugier, & Chekroun, 2009). In other studies including immigrant participants, the main effect of the stereotype threat treatment could not be replicated, or findings were mixed (e.g., Wicherts, Dolan, & Hessen, 2005).…”