Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat

Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat In this study, we examined how math identity moderates women's response to gender-related stereotypes in the domain of mathematics. Male and female college students with varying degrees of math identification took a challenging math test with a gender-related stereotype either activated (i.e., stereotype threat) or nullified. Consistent with previous research, women performed worse than men in the stereotype threat condition, but equal to men in the stereotype nullification condition when performance was adjusted for math SAT scores. Moreover, when faced with stereotype threat, high math-identified women discounted the validity of the test more than did less math-identified women or men in general. We discuss potential benefits and drawbacks of a discounting strategy for women who are highly identified with math. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat

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Publisher
Kluwer Academic Publishers-Plenum Publishers
Copyright
Copyright © 2006 by Springer Science + Business Media, Inc.
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-005-8873-2
Publisher site
See Article on Publisher Site

Abstract

In this study, we examined how math identity moderates women's response to gender-related stereotypes in the domain of mathematics. Male and female college students with varying degrees of math identification took a challenging math test with a gender-related stereotype either activated (i.e., stereotype threat) or nullified. Consistent with previous research, women performed worse than men in the stereotype threat condition, but equal to men in the stereotype nullification condition when performance was adjusted for math SAT scores. Moreover, when faced with stereotype threat, high math-identified women discounted the validity of the test more than did less math-identified women or men in general. We discuss potential benefits and drawbacks of a discounting strategy for women who are highly identified with math.

Journal

Sex RolesSpringer Journals

Published: Jan 1, 2005

References

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