ERIC Number: EJ946113
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 72
Reducing the Impact of Stereotype Threat on Women's Math Performance: Are Two Strategies Better than One?
Jones, Paul R.
Electronic Journal of Research in Educational Psychology, v9 n2 p587-616 2011
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.)
Descriptors: Video Technology, Sex Stereotypes, Females, Mathematics Achievement, Mathematics Tests, Program Effectiveness, Gender Differences, Self Concept, Sex Fairness, Educational Strategies, Cues
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A