Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses ☆ ☆☆

By C. Good, Joshua Aronson, Jayne Ann Harder. 2008

383 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/094d75c9006f6f5a9bdb910e240f6ca4185f3739

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In Experimental and Cognitive Psychology

In Safety Research

In Sociology and Political Science

Citations in the corpus

Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, background): “Good, Aronson, and Harder (2008) state “It is well established that negative stereotypes can undermine women’s performance on mathematics tests.””
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, positive): “Thus, stereotype threat effects tend to emerge within individuals who score the highest on quantitative SAT tests, are in the most advanced STEM classes, and care the most about these abilities (e.g., Good et al. 2008; Schmader 2002; Spencer et al. 1999).”
Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion (2021, background): “…can have a negative impact on performance based on previous stereotype threat research that shows interference with cognitive activities in domains important to engineering such as mathematical problemsolving (Good et al., 2008; Quinn & Spencer, 2001; Spencer et al., 1999; Spencer et al., 2016).”
Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions that appear Justified and those that, despite much hype, do not (2015, background): “There is also plenty of evidence that our expectations about whether or not we can do something has a huge effect on whether we succeed in doing it (Aronson et al., 1999; Good et al., 2008; Steele and Aronson, 1998).”
Women in Academic Science (2014, background): “Good, Aronson, and Harder (2008) conducted a field experiment in an upper-level college calculus course and found that women in a stereotype-nullifying treatment condition outperformed men.”
Why So Few? Women in Science, Technology, Engineering, and Mathematics. (2010, background): “The results showed no difference in performance between female and male STEM majors when they were told that a difficult math test was a diagnosis of their ability (threat condition); however, when the threat was removed by telling the students that women and men performed equally well on the test, ”
Of Warrior Chiefs and Indian Princesses: The Psychological Consequences of American Indian Mascots (2008, background): “For example, when negative stereotypes are present in the classroom, students perform less well on tests (Cole et al., 2007; Good, Aronson, & Jayne, 2007 ), and when stereotypes are present in sports, athletic performance is compromised (Stone, Lynch, Sjomeling, & Darley, 1999; Stone & McWhinnie, 2”
Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention (2015, background): “For example, several studies (e.g., Arbuthnot, 2009, Good et al., 2008; Keller & Dauenheimer 2003; Kellow & Jones, 2008) find that random assignment to test presentations that emphasize the neutrality of an assessment lower measured achievement gaps.”