Stereotype Threat Among Girls

Abstract

Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students (N ¼ 498) completed pre-and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K-12 schools.

Gender issues in fundamental physics: Strumia’s bibliometric analysis fails to account for key confounders and confuses correlation with causation

“…It will be off-putting to talented women who might be considering a career in the sciences and contributes to the hostile environment endured by many women (and other minorities) currently working in physics. There is an increasing body of research that suggests that an individual's performance in an academic context can be harmed by an awareness that others' perception of their work might be distorted by stereotypes (see, for example, Casad, Hale, & Wachs, 2017;Kalender et al, 2019;Shapiro & Williams, 2012). The associated cultural implications can result in minoritized individuals not contributing or disengaging from their academic communities.…”

Gender Representation in the National Assessments of Mathematical Achievements

“…One of the most studied stereotype threats is about females and their mathematical abilities in comparison with males. In many studied cases, women were shown to be impacted when experimenting with moderation of stereotypical information regarding their gender and mathematical abilities (Casad, Hale, & Wachs, 2017;Cavanagh, 2008;Ganley et al, 2013;Schmader, 2002;Shaffer, Marx & Prislin, 2012;Smith & White, 2002;Spencer, Steele, & Quinn, 1999;Van Loo & Rydell, 2013). It is worth noting, that not all women experience stereotype threat the same therefore its impact is depending on particular women.…”

Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

“…For example, the percentage of undergraduate students of color has increased from 29.6% to 45.2% between 1996 and 2016 (Espinosa et al, 2019). Therefore, utilizing an intersectionality lens can help educators be responsive to the unique needs of diverse students (i.e., first-generation college students of color, lower socioeconomic students, and sexual and gender minority students) by decreasing issues related to stereotype threat, a phenomenon where individuals of a marginalized group are concerned about their performance due to negative messages associated with being part of the group (e.g., Casad et al, 2017), and imposter phenomenon, an internal feeling of not being intelligent, a "phony," and attributing success to luck (e.g., Clance & Imes, 1978;Cokley et al, 2018). Additionally, there are a number of multicultural resources that can help faculty address intersectionality, such as Hays's (2008) ADDRESSING (i.e., age/generation, developmental disabilities/disabilities acquired, ethnic and racial identity, socioeconomic status, sexual orientation, Indigenous heritage, national origin, gender) model, Falicov's (2014) multidimensional ecological comparative approach framework, or Fuentes and Adamés' (2011) sociocultural profile activity.…”