Can the Media Help Women Be Better at Math? Stereotype Threat, Selective Exposure, Media Effects, and Women's Math Performance

Media and Stereotype Threat

Datos Bibliográficos

ID2264262
AutoresKate T Luong (0000-0003-3942-6829, School of Communication; The Ohio State University; Columbus OH 43210 USA), Silvia Knobloch-Westerwick (School of Communication; The Ohio State University; Columbus OH 43210 USA), Silvia Knobloch‐westerwick (0000-0003-1703-5771, The Ohio State University, autor de correspondencia)
Año2017
Volumen43
Número2
Páginas193-213
Fecha de publicación2017-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHuman Communication Research (JOURNAL)
Identificadores de la revistaISSN: 0360-3989 • E-ISSN: 1468-2958
EditorialOxford University Press (OUP) (PUBLISHER)
DOI10.1111/hcre.12101
OpenAlexW2552941551
IdiomaEN
Citas recibidas11
Referencias citadas43

This study examines women's media selections when under the gender–math stereotype threat and the subsequent media effects on their math performance through the lens of the Selective Exposure Self- and Affect-Management (SESAM) model, mood management theory, and social comparison theory. Female college students were randomly assigned to the stereotype threat condition or the control condition; then, they selectively browsed magazine pages showing female role models in stereotypical domains (beauty or family) and counterstereotypical domains (career or science) before taking the math test. The results show that women spent more time on career magazines when under threat, and this selective exposure's effect on their math performance was moderated by their assimilation to the role models

Affect (linguistics · Beauty · Developmental psychology · Mood · Negative mood · Stereotype (UML · Stereotype threat · Test (biology · Education, Achievement, and Giftedness · Gender Roles and Identity Studies · Psychology · Social and Intergroup Psychology · Social Psychology