Past research suggests that awareness of negative stereotypes about the intellectual inferiority of one's "in-group" can undermine performance on academic tasks, especially among subjects who are strongly identified with the academic domain or highly invested in the academic task. This study included 72 students (n = 42 women, n = 30 men) and examined the effects of stereotype threat on test scores of students. It was hypothesized that students exposed to stereotypes predicting underperformance on the Psychology Major Test for their genders would score lower than students not exposed to these negative stereotypes. A 2 (gender) X 2 (stereotype threat condition) analysis of variance yielded significant interaction effects indicating that men in stereotype threat conditions outscored men in non-stereotype threat conditions. Given that most students experienced low domain identification with males being the least domain identified, the negative effects of stereotype threat were not observed. (Contains 1 table and 2 figures.)