Introduction: Two studies examined whether stereotype threat impairs women's math performance and whether concurrent threat reduction strategies can be used to offset this effect. Method: In Study 1, collegiate men and women (N = 100) watched a video purporting that males and females performed equally well ("gender-fair") or males outperformed females ("gender differences") on an imminent math test. In Study 2, (N = 44) women viewed the gender differences video, followed by misattribution (cue "present", "absent") and self-affirmation ("present", "absent") manipulations, before taking the aforesaid test. Results: In the initial study, women underperformed men on the test after receiving the gender differences video, whereas no gender differences emerged in the gender-fair condition. In Study 2, affirming the self led to better performance than not doing so. Planned contrasts indicated, however, that only women receiving a misattribution cue and self-affirmation opportunity outperformed their counterparts not given these reduction strategies. Discussion: These findings are discussed relative to Stereotype Threat Theory and educational implications are provided. (Contains 1 figure, 2 tables, and 7 footnotes.)