Psychological Processes Underlying Stereotype Threat and Standardized Math Test Performance

By K. Ryan, Allison M. Ryan. 2005

156 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/261e5bf68fe4fb73710787a8c984bbdc15aea386

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Women can’t jump?—An experiment on competitive attitudes and stereotype threat (2010, background): “We base our hypothesis on the psychological literature on stereotype threat (e.g. Steele 1997, Steele & Aronson 1995, Ryan & Ryan 2005, Stangor et al. 1998, Keller 2007, Inzlicht & Ben- Zeev 2000).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “2007), Child Development (McKown and Strambler 2009; McKown and Weinstein 2003), Educational Psychologist (Logel et al. 2012; Ryan and Ryan 2005), Journal of School Psychology (Jordan and Lovett 2007), Contemporary Educational Psychology (Osborne 2001), Journal of Experimental Education (Johnson et ”
Test-taking skills of secondary students: the relationship with motivation, attitudes, anxiety and attitudes towards tests (2014, background): “Mathematics anxiety can meanwhile be seen to have negative effects on student performance in mathematics (Cates & Rhymer, 2003; Culler & Holahan, 1980; Ryan & Ryan, 2005; Wigfield & Meece, 1988).”
Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications (2005, background): “The arousal and anxiety stemming from this worry can lead to under-performance relative to capabilities in many domains including math (Ryan and Ryan, 2005; Spencer et al., 1999; see also Steele and Aronson, 1995; Steele et al., 2002).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, unknown): “These include studies of racial identity (e.g., Spencer, Noll, Stoltzfus, & Harpalani, 2001; Thomas, Caldwell, Faison, & Jackson, 2009), racial socialization (e.g., Hughes, Witherspoon, Rivas-Drake, & West-Bey, 2009), and stereotype threat (e.g., K. E. Ryan & Ryan, 2005).”
Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy (2009, background): “Similar impacts of stereotype threat on STEM performance have been found in under-represented ethnic or racial minority groups (Kellow and Jones, 2008; Ryan and Ryan, 2005).”
Mathematics Self-Efficacy and African American Male Students: An Examination of Models of Success (2011, background): “Furthermore, other researchers (Kellow & Jones, 2008; Ryan & Ryan, 2005) have observed similar findings as it relates to ethnic/racial groups.”
The role of performance–avoidance goals and worry in mediating the relationship between stereotype threat and performance (2009, methodology): “As such, the present analysis extends the Smith (2004) and Ryan and Ryan (2005) approaches as we provide the first empirical test of the mediating role of achievement goals and associated process variables on performance in the stereotype threat context.”
The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students (2008, background): “In considering the performance-approach goals in Hypothesis 5, Smith’s (2004) STEP model hypothesizes that nullifying the stereotype might engender a performance-approach goal. In the present study, we nullified the stereotype in the nonevaluative condition by telling students that the APR is unbias”