An examination of stereotype threat effects on girls’ mathematics performance.

• DOI: 10.1037/a0031412
• Publication Date: 2013-01-28T18:14:49Z
• Authors: Colleen M. Ganley; Leigh A. Mingle; Allison M. Ryan; Katherine Ryan; Marina Vasilyeva; Michelle Perry
• Keywords: Stereotype Threat; Stereotype (UML)

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 develops, empirical evidence effects across school years inconsistent. In a series of 3 studies, with total sample 931 students, we investigated during childhood and adolescence. Three activation methods were used, ranging from implicit explicit. Across found no that school-age girls was impacted by threat. 2 there differences on assessment regardless whether activated. Potential reasons these findings are discussed, including possibility only occur very specific circumstances or they fact occurring all time. We also address literature regarding children subject publication bias.