Creating a critical mass eliminates the effects of stereotype threat on women's mathematical performance
Bibliographic Data
| ID | 9614596 |
|---|---|
| Authors | Charlotte R Pennington (0000-0002-5259-642X, Department of Psychology Edge Hill University Ormskirk Lancashire UK, corresponding author), Derek Heim (0000-0003-3456-0404, Department of Psychology Edge Hill University Ormskirk Lancashire UK) |
| Year | 2016 |
| Volume | 86 |
| Issue | 3 |
| Pages | 353-368 |
| Publication date | 2016-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12110 |
| PMID | 27017194 |
| OpenAlex | W2303792268 |
| Language | EN |
| Citations received | 5 |
| References cited | 64 |
BACKGROUND: Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. AIM: This study examined whether heightened in-group representation alleviates the effects of stereotype threat on women's mathematical performance. It further investigated whether single-sex testing environments and stereotype threat influenced participants to believe that their ability was fixed (fixed mindset) rather than a trait that could be developed (growth mindset). SAMPLE AND METHOD: One hundred and forty-four female participants were assigned randomly to a self-as-target or group-as-target stereotype threat condition or to a control condition. They completed a modular arithmetic maths test and a mindset questionnaire either alone or in same-sex groups of 3-5 individuals. RESULTS: Participants solved fewer mathematical problems under self-as-target and group-as-target stereotype threat when they were tested alone, but these performance deficits were eliminated when they were tested in single-sex groups. Participants reported a weaker growth mindset when they were tested under stereotype threat and in single-sex groups. Moreover, evidence of inconsistent mediation indicated that single-sex testing environments negatively predicted mindset but positively predicted mathematical performance. CONCLUSIONS: These findings suggest that single-sex testing environments may represent a practical intervention to alleviate stereotype threat effects but may have a paradoxical effect on mindset
Conformity · Developmental psychology · Mindset · Situational ethics · Stereotype threat · Trait · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Psychology · Social and Intergroup Psychology · Social Psychology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |