The mathematical self-concept as moderator of the stereotype threat and stereotype lift effects

This study tested whether stereotypes influence students' mathematical performance. Additionally, we explored whether these effects were moderated by the mathematical self-concept. In contrast to a female control group, we assumed decreases in girls' performance only for students with high mathematical self-concept. Boys with a high self-concept should instead experience a performance lift in contrast to a male control group. Participants were 97 secondary-school students (age: M = 15.37, SD = .63). In line with the assumptions, we found a significant interaction between sex, self-concept, and group: Girls with a high mathematical self-concept performed significantly lower under stereotype threat than did girls in the control group. A significant lift effect for boys with a high mathematical self-concept was not observed. Results are discussed in the light of self-concept research and interventions in school are proposed.