Blatant Stereotype Threat and Women's Math Performance: Self-Handicapping as a Strategic Means to Cope with Obtrusive Negative Performance Expectations

By Johannes Keller. 2002

217 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3335f15c3725084d3e8dee5584e09974718867b6

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Citations in the corpus

Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, background): “…Brown & Josephs (1999) Yes Yes Lesko & Corpus (2006) Yes Yes Gonzales, Blanton, & Williams (2002) Yes Yes Johns, Schmader, & Martens (2005) Yes Yes Keller (2002) Yes Yes Osborne (2007) Yes Yes Marx & Roman (2002) Yes Yes Wicherts, Dolan, & Hessen (2005)a Yes No Smith & Postmes (2011) Yes No…”
Stereotype Threat in Men on a Test of Social Sensitivity (2005, background): “For example, women were threatened by gender stereotypes on math ability tests (e.g., Keller, 2002; Spencer, Steele, & Quinn, 1999),”
Gender and Competition (2011, background): “This may especially be the case if women are averse to receiving information about their relative performance and employ self-handicapping techniques (Keller 2002). www.annualreviews.org Gender and Competition 619 A nn u.”
Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat (2006, background): “Another ego-protective strategy women may use when faced with stereotype threat is selfhandicapping, that is, purposely lowering their performance in order to protect their self-esteem in case they should fail ( Keller, 2002; Smith, 2004; for research on other stigmatized groups, see Steele & Arons”
Stereotype manipulation effects on math and spatial test performance: A meta-analysis. (2016, methodology): “Contents lists available at ScienceDirect Learning and Individual Differences j ourna l homepage: www.e lsev ie r .com/ locate / l ind i f such instructions (e.g., Ambady, Shih, Kim, & Pittinsky, 2001; Keller, 2002; Rydell, McConnell, & Beilock, 2009).”
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances (2007, methodology): “Moreover, this technique made the present analysis more comparable to that conducted by Keller and Dauenheimer (2003) on a student sample taken from the general population.”
Contending With Stereotype Threat at Work: A Model of Long-Term Responses 1Ψ7 (2011, background): “…Steele, & Ross, 2004; Steele & Aronson, 1995), self-handicapping strategies that allow individuals to make external attributions for their performance (Keller, 2002; Stone, 2002), and reactance, where individuals work harder in response to stereotype threat (Kray, Reb, Galinsky, & Thompson, 2004).”
Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. (2008, background): “Keller & Dauenheimer (2003); Pellegrini (2005); Tagler (2003)”
Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations (2008, background): “To date, a body of empirical research has demonstrated that, when stereotype threat is experimentally induced, women underperform relative to their male counterparts on a math test; however, removing the stereotype relevance eliminates the performance gap after controlling for prior ability scores (”
A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, background): “…21 countries, revealed significant gender differences in math performance in favour of males in all but one of these countries (Mullis et al. 1998) (Keller 2002, 193) The ‘Gender differences in achievement’ report from TIMSS (Mullis et al. 2000) shows that the gender differences are not so great…”
Gender Differences in Seeking Challenges: The Role of Institutions (2008, unknown): “This may especially be the case if women are feedback averse, and employ some self-handicapping techniques (Keller 2002).”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, unknown): “…Schmader & Johns, 2003), impaired decision-making (Inzlicht & Kang, 2010), underperformance (Steele & Aronson, 1995), self-handicapping behavior (Brown & Josephs, 1999; Keller, 2002; Stone, 2002), and disengagement (Major, Spencer, Schmader, Wolfe, & Crocker, 1998; Smith, Sansone, & White, 2007).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “, prior stress; not enough sleep the night before), indicating that selfhandicapping may be elicited under threat (Brown and Josephs 1999; Keller 2002; Steele and Aronson 1995).”
The Effects of Stereotypes on the Achievement Gap: Reexamining the Academic Performance of African American High School Students (2008, methodology): “Kellow and Jones (2005) performed a modified split-half procedure appropriate for speeded tests (Anastasi, 1988) on a subsample of 24 students and obtained a Spearman-Brown adjusted score reliability of .”
The social psychology of stigma. (2005, background): “Emotion-focused coping efforts such as self-handicapping and withdrawing effort from negatively stereotyped domains can also impair performance (Davies et al. 2002, Keller 2002, McKown & Weinstein 2003).”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “, being stressed) more under stereotype threat and that these handicapping claims mediated the girls’ (poor) math performance (Keller, 2002).”