Hostile environments, stereotype threat, and math performance among undergraduate women

By D. Oswald, Richard D. Harvey. 2000

120 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4677fddc6488f62ef165d9df666037cd47963496

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Jessi L. Smith
2. Silvana Weber
3. J. McCarthy
4. A. Kahn
5. D. Oswald
6. R. Goffin
7. Markus Appel
8. J. Yoder

In Gender Studies

1. Markus Appel
2. Jessi L. Smith
3. Tarani J. Merriweather
4. Silvana Weber
5. J. McCarthy
6. Sandy M. Koch
7. A. Kahn
8. Caryn J. Block

In Sociology and Political Science

1. Jessi L. Smith
2. Tarani J. Merriweather
3. Silvana Weber
4. J. McCarthy
5. Sandy M. Koch
6. A. Kahn
7. Caryn J. Block
8. D. Oswald

Citations in the corpus

• Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “Similarly, Oswald and Harvey (2001) did not find”
• Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations (2008, background): “…male counterparts on a math test; however, removing the stereotype relevance eliminates the performance gap after controlling for prior ability scores (e.g., Cadinu, Maass, Rosabianca, & Kiesner, 2005; Keller, 2002; O’Brien & Crandall, 2003; Oswald & Harvey, 2000; Spencer, Steele, & Quinn, 1999).”
• Making Gender Comparisons More Meaningful: A Call for More Attention to Social Context (2003, background): “…much worse than men when they were led to believe that men were better at math than women (evoking stereotype threat), but performed equal to men when convinced there were no gender differences (see also, Cheryan & Bodenhausen, 2000; Oswald & Harvey, 2000; Shih, Pittensky, & Ambady, 1999).”
• Do Mass Mediated Stereotypes Harm Members of Negatively Stereotyped Groups? A Meta-Analytical Review on Media-Generated Stereotype Threat and Stereotype Lift (2017, background): “…stereotypes displayed in the media impair members of the stereotyped group (Davies, Spencer, Quinn, & Gerhardstein, 2002; Davies, Spencer, & Steele, 2005), others identified no negative effects (Oswald & Harvey, 2000-2001), or findings were somewhat inconclusive (Gupta, Turban, & Bhawe, 2008).”
• DIFFERENTIAL MODELS FOR MATH ANXIETY IN MALE AND FEMALE COLLEGE STUDENTS (2004, background): “labor force, they are still underrepresented in math, science, and engineering professions ( Berryman 1983 ; Campbell and Evans 1997 ; Hanson 1996 ; Levi 2000 ; National Center for Education Statistics 2000 ; National Science Foundation 1999 ; O'Brien, Kopala, and Martinez-Pons 1999 : Oswald ”
• Contending With Stereotype Threat at Work: A Model of Long-Term Responses 1Ψ7 (2011, background): “Oswald and Harvey (2000) showed that female math students exposed to derogatory cartoons about women’s math skills displayed increased motivation and performed better on a math test compared to students who were exposed to the cartoon but subsequently had the stereotype threat neutralized (by being…”
• Social Identity and Inequality: The Impact of China's Hukou System (2015, unknown): “Increase in performance by female participants exposed to gender stereotype priming is also observed in Oswald and Harvey (2000), Jamieson and Harkins (2007), Fryer, Levitt, and List (2008).”
• Selection Test Anxiety: Exploring Tension and Fear of Failure Across the Sexes in Simulated Selection Scenarios (2005, background): “Additionally, the stereotype threat literature (i.e., Oswald & Harvey, 2000; Steele, 1997; Walsh, Hickey, & Duffy, 1999) may provide clues as to the etiology of gender differences in TTA.”