Strength in numbers? Women and mathematics

Abstract

Two studies were conducted to test the link between numerical distinctiveness, stereotype threat and mathematical performance among women. In the first study, stereotype threat was measured with a stereotype activation task. Women in a solo, non-solo or control condition completed word fragments and a mathematical activity. Solo women, rather than their non-solo counterparts showed mathematical performance deficits. Evidence did not support the mediating role of stereotype activation. In the second study, stereotype anxiety was assessed. According to analyses, solo women reported greater stereotype-related anxiety than non-solo women. A link between stereotype anxiety and mathematical performance deficits was also uncovered. Finally, mathematical underperformance was associated with greater interest in feminine activities. Strategies to buffer the effects of stereotype threat are discussed.The number of women pursuing post-secondary education in Canada has risen sharply over the last decade (Statistics Canada, 2001). Currently, women form the majority of under-

Distinctiveness-based stereotype threat and the moderating role of coaction contexts

“…Extending this line of research, Sekaquaptewa and Thompson (2003) documented that numerical distinctiveness builds on stereotype threat that has already been evoked in a given situation, leading to greater performance impairment for individuals with a negatively stereotyped social identity. Furthermore, Beaton et al (2007) found that females in a highdistinctiveness situation expressed greater stereotype anxiety than those in a low-distinctiveness situation and that the anxiety mediated the effects of distinctiveness on stereotype-relevant task performance.…”

“…As distinctiveness theory (McGuire & McGuire, 1981;McGuire, McGuire, & Winton, 1979) posits, being a numerical minority in a group as a member of a particular social category heightens the sense of belonging to the category as part of one's self-concept (Cota & Dion, 1986). Hence, by making a negatively stereotyped identity distinctive, numerical underrepresentation impairs target individuals' performance in the stereotype-relevant domain (e.g., Beaton et al, 2007;Inzlicht & Ben-Zeev, 2000Sekaquaptewa, Waldman, & Thompson, 2007). For example, Inzlicht and Ben-Zeev (2000) demonstrated that females exhibited underperformance when they took a math test as the only female in a three-person group, but not when they took the same test in a non-minority status or when they performed a non-stereotyperelevant task (e.g., verbal test).…”

“…When it comes to performance in groups, one of the critical factors affecting potential targets of stereotype threat is numerical representation (Inzlicht & Ben-Zeev, 2000). In particular, research has demonstrated that the state of being numerically underrepresented in a group, which increases the distinctiveness of the social identity in a minority status, makes negatively stereotyped individuals vulnerable to stereotype threat (Beaton, Tougas, Rinfret, Huard, & Delisle, 2007;Inzlicht & Ben-Zeev, 2000). This particular form of stereotype threat may be conceptualized as distinctiveness-based stereotype threat as it stems from the increased distinctiveness of one's stereotyped identity .…”

Stereotype threat in manual labor settings for African American and Caucasian participants

“…Sekaquaptewa, Waldman, and Thompson (2007) found that in situations where an individual is the only representative of a stereotyped group, there is a heightened group identity. Decrements in performance have been shown to be caused by the increased feelings of performance anxiety from holding this solo status, but do not necessarily affect intellectual performance unless there a strong stereotype is present (Beaton, Tougas, Rinfret, Huard, & Deslisle, 2007;Inzlicht & BenZeev, 2000;Lord & Saenz, 1985;Stangor et al, 1998).…”

Classroom learning environment and gender : do they explain math self-efficacy, math outcome expectations, and math interest during early adolescence?

“…In spite of programs intended to increase the number of women in STEM, women remain underrepresented in STEM occupations (CEOSE; NSF, 2008a). The systemic and institutional forces against encouraging and promoting promising women is increasingly costly given the current and projected shortages in the number of skilled U.S. workers in STEM (Beaton, Tougas, Rinfret, Huard, & Delisle, 2007;Carnevale, Smith, & Strohl, 2010a.…”