Alleviating women’s mathematics stereotype threat through salience of group achievements

By R. McIntyre, René M. Paulson, C. G. Lord. 2003

316 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5b6963050f72d7b14edfd1085f7181fe736f3b02

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Citations in the corpus

Effects of Salient Multiple Identities on Women's Performance Under Mathematics Stereotype Threat (2005, background): “2003; Shih et al., 1999), and adjusted scores that correct for guessing (e.g., Brown & Pinel, 2003; McIntyre et al., 2003; Quinn & Spencer, 2001; Spencer et al., 1999).”
Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, background): “For example, several studies have demonstrated that providing information about a successful role model can effectively combat stereotype threat effects (Marx and Roman, 2002; Marx et al., 2005; McIntyre et al., 2003).”
Stereotype threat: effects on education (2008, methodology): “Using role models to alleviate women’s mathematics stereotype threat might depend on the domain in which the role models had succeeded and on mechanisms entirely different from other effective alleviation techniques ( McIntyre et al. 2003 ).”
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “…one’s group in a stereotyped domain and, therefore, inoculating participants from stereotype threat (Dasgupta, 2011; Dasgupta & Asgari, 2004; Davies et al., 2005; Marx & Goff, 2005; Marx & Roman, 2002; McIntyre et al., 2003; Shaffer, Marx, & Prislin, 2012; Shapiro et al., 2013; Stout et al., 2011).”
By Whom and When Is Women’s Expertise Recognized? The Interactive Effects of Gender and Education in Science and Engineering Teams (2014, background): “…settings when women who were administered math ability tests were subjected to manipulations showing successful female role models, they performed at significantly higher levels than test takers who were not exposed to successful women (Marx and Roman, 2002; McIntyre, Paulson, and Lord, 2003).”
Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, background): “” And Stewart, Latu, Kawakami, and Myers (2010) cite the Krendl et al.”
Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. (2008, unknown): “Some researchers selected highly difficult intellectual ability tests to investigate stereotype threat effects (e.g., Croizet et al., 2004; Gonzales, Blanton, & Williams, 2002; Inzlicht & Ben-Zeev, 2003; McIntyre et al., 2003; Schmader, 2002; Steele & Aronson, 1995), whereas other researchers used m”
Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses ☆ ☆☆ (2008, unknown): “…Dar-Nimrod & Heine, 2006; Davies, Spencer, Quinn, & Gerhardstein, 2002; Good, Aronson, & Inzlicht, 2003; Inzlicht & Ben-Zeev, 2000; Johns, Schmader, & Martens, 2005; McGlone & Aronson, 2006; McIntyre, Paulson, & Lord, 2003; Schmader, 2002; Schmader & Johns, 2003; Spencer, Steele, & Quinn, 1999).”
An integrated process model of stereotype threat effects on performance. (2008, background): “For example, manipulations that affirm positive characteristics about oneself (Martens, Johns, Greenberg, & Schimel, 2006) or one’s group (Marx & Roman, 2002; McIntyre et al., 2003) have been successful at reducing stereotype threat.”
Combating stereotype threat: The effect of self-affirmation on women's intellectual performance. (2006, background): “In yet another example, providing competent role models in non-stereotyped domains (McIntyre et al., 2003) can likely re-aYrm the potential for competence in other important dimensions of value and in turn lessen the stereotype’s ability to challenge one’s feeling of selfintegrity.”