Gender Identification Moderates Stereotype Threat Effects on Women's Math Performance ☆ ☆☆ ★

By T. Schmader. 2002

781 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/367c5c7587d50bc223e25d0ce24ae7c532f00ef1

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Citations in the corpus

Stigma Consciousness and the Race Gap in College Academic Achievement (2005, background): “Studies by Aronson, Lustina, Good, Keough, Steele, and Brown (1999), Josephs, Newman, Brown, and Beer (2003), Schmader (2002), and Stone, Lynch, Sjomeling, and Darley (1999) seem to support the contention that for stereotype threat to occur, an individual must be invested in the evaluative…”
Bias in Online Freelance Marketplaces: Evidence from TaskRabbit and Fiverr (2017, background): “High status individuals tend to be more influential and receive more attention [6, 7], fare better in the educational system, and have better prospects in the labor market [46, 53, 42].”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, methodology): “1999 Study 1; Oswald and Harvey, 2001; Schmader, 2002; Stone et al., 1999, Study 2).”
Gender Stereotypes. (2018, background): “That is, all these debilitating effects of gender stereotypes on task performance emerge most strongly for individuals who attach high importance to their gender identity and desire to behave as a good group member (Schmader 2002).”
Implicit stereotypes and women ’ s math performance : How implicit gender-math stereotypes in X uence women ’ s susceptibility to stereotype threat (2005, positive): “However , when stereotype threat is reduced by instructing women that the math test is gender-fair (e.g., Schmader, 2002), or by informing women that the test is not a diagnostic measure of mathematical ability (e.g., Gonzales, Blanton , & Williams, 2002; Quinn & Spencer, 2001), women perform as…”
The Role of Leadership Efficacy and Stereotype Activation in Women's Identification with Leadership (2005, background): “investigated in the stereotype threat literature (Aronson et al., 1999; Blascovich, Spencer, Quinn, and Steele, 2001; Pinel, 1999; Schmader, 2002; Spencer, Iserman, Davies, & Quinn, 2001; Steele & Aronson, 1995), this research extended the scope of stereotype activation research by examining an impo”
Shades of Threat: Racial Identity as a Moderator of Stereotype Threat (2006, background): “For example, Schmader (2002) has demonstrated that gender identification moderated the effects of stereotype threat when gender identity was linked to math performance.”
The role of leadership self-efficacy and stereotype activation on cardiovascular, behavioral and self-report responses in the leadership domain (2010, neutral): “…including African-Americans and Latinos on intellectual tasks (Aronson, Quinn, & Spencer, 1998; Gonzales, Blanton, & Williams, 2002; Steele & Aronson, 1995), women on math tasks (Inzlicht & Ben-Zeev, 2000; Schmader, 2002), and European Americans in sports (Stone, Lynch, Sjomeling, & Darley, 1999).”
Identity, minority stress and psychological well-being among gay men and lesbians (2010, background): “…identities have been shown to affect how individuals perceive their social environment (Hong, Morris, Chiu, & Benet-Martínez, 2000), how they perform in exams (Schmader, 2002; Steele & Aronson, 1995) and how they relate to other individuals from similar and different groups (Tajfel & Turner, 1979).”
The social psychology of stigma. (2005, background): “Consequently, they report increased threat and lower self-esteem in response to perceived prejudice against the ingroup (McCoy & Major 2003) and perform more poorly in situations where the ingroup is negatively stereotyped (Schmader 2002).”
Stigma on my mind: Individual differences in the experience of stereotype threat (2003, methodology): “Whereas our paradigm borrowed from previous manipulations to induce and control stereotype threat (see especially Spencer et al., 1999), Schmader (2002) used a unique paradigm to implicate directly her participants group identities.”
Social Identity and Self-Regulation (2007, neutral): “…from categorizing oneself in terms of membership in a diverse array of groups including racial–ethnic groups (Oyserman, Gant, & Ager, 1995), gender (Schmader, 2002), cultural groups (Seeley & Gardner, 2003), and other culturally meaningful groups, such as blondes or athletes (Seibt & Förster,…”
Gender-Role Differences in Spatial Ability: A Meta-Analytic Review (2013, background): “Perceived incompatibility between being “feminine” and succeeding in stereotypically “masculine” domains can hinder academic achievement (Rosenthal et al. 2011; Schmader 2002).”