An Experimental Study of the Effects of Stereotype Threat and Stereotype Lift on Men and Women's Performance in Mathematics

被引：30

作者：

Johnson, Heather J. ^{[1
]}

Barnard-Brak, Lucy ^{[2
]}

Saxon, Terrill F. ^{[1
]}

Johnson, Megan K. ^{[3
]}

机构：

[1] Baylor Univ, Dept Educ Psychol, Waco, TX 76798 USA

[2] Texas Tech Univ, Dept Educ Psychol, Lubbock, TX 79409 USA

[3] Baylor Univ, Dept Psychol & Neurosci, Waco, TX 76798 USA

来源：

JOURNAL OF EXPERIMENTAL EDUCATION | 2012年 / 80卷 / 02期

关键词：

gender; mathematics; stereotype lift; stereotype threat; GENDER-DIFFERENCES; MATH; SELF; IDENTITY; VULNERABILITY; PERCEPTIONS; ELEMENTARY; ACCURACY; SALIENCE; ANXIETY;

D O I：

10.1080/00220973.2011.567312

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study the authors examined the differential effects of stereotype threat and lift between genders on math test performance. They asked 3 questions: (a) What is the effect of gender on math test performance?, (b) What is the effect of stereotyping condition (threat, lift, or neither) on math test performance?, and (c) What is the effect of the interaction of gender and stereotyping condition on math test performance? Findings indicated that men performed better on math tests under conditions of stereotype threat than on stereotype lift; women performed better under stereotype lift than on stereotype threat. Practical applications are discussed regarding math test anxiety, social identities, and how teachers might address gender differences regarding stereotype threat and stereotype lift.

引用

页码：137 / 149

页数：13

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