An Examination of Stereotype Threat Effects on Girls' Mathematics Performance

Autor/inn/en	Ganley, Colleen M.; Mingle, Leigh A.; Ryan, Allison M.; Ryan, Katherine; Vasilyeva, Marina; Perry, Michelle
Titel	An Examination of Stereotype Threat Effects on Girls' Mathematics Performance
Quelle	In: Developmental Psychology, 49 (2013) 10, S.1886-1897 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031412
Schlagwörter	Gender Differences; Sex Stereotypes; Standardized Tests; Children; Adolescents; Age Differences; Mathematics Tests; Student Evaluation; Social Psychology; Mathematics Achievement; Elementary School Students; Middle School Students; High School Students; Grade 8; Statistical Analysis; Grade 7; Grade 4; Grade 12 + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Standadised tests; Standardisierter Test; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Schulnote; Studentische Bewertung; Sozialpsychologie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; Statistische Analyse; School year 07; 7. Schuljahr; Schuljahr 07; School year 04; 4. Schuljahr; Schuljahr 04; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01