Stereotype Threat, Inquiring about Test Takers' Race and Gender, and Performance on Low-Stakes Tests in a Large-Scale Assessment. Research Report. ETS RR-15-02

Autor/inn/en	Stricker, Lawrence J.; Rock, Donald A.; Bridgeman, Brent
Titel	Stereotype Threat, Inquiring about Test Takers' Race and Gender, and Performance on Low-Stakes Tests in a Large-Scale Assessment. Research Report. ETS RR-15-02
Quelle	In: ETS Research Report Series, (2015), (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Stereotypes; Reading Tests; Mathematics Tests; Longitudinal Studies; Racial Differences; Gender Differences; Females; High School Students; Questionnaires; Performance; Scores; Identification (Psychology); African American Students; White Students; Statistical Analysis; Pretests Posttests; Difficulty Level + Suchen Sie Ihr Suchwort? Klischee; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rassenunterschied; Geschlechterkonflikt; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Achievement; Leistung; African Americans; Afroamerikaner; Statistische Analyse; Schwierigkeitsgrad
Abstract	This study explores stereotype threat on low-stakes tests used in a large-scale assessment, math and reading tests in the Education Longitudinal Study of 2002 (ELS). Issues identified in laboratory research (though not observed in studies of high-stakes tests) were assessed: whether inquiring about their race and gender is related to the performance of Black and female test takers and, secondarily, whether this association is greater for test takers most identified with math and reading. After high school sophomores completed a questionnaire that included inquiries about their race and gender, only one change in test performance was consistent with expectations from stereotype-threat theory: Black test takers' math scores decreased. Their reading scores and young women's math scores did not decrease, and identification with math and reading did not moderate score decreases for Black test takers or women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01