Stereotype Threat in Applied Settings Re‐Examined

By Kelly Danaher, C. Crandall. 2008

215 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7264aace8bc0f199fce2f604419ef277931b8558

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Citations in the corpus

Fitting in to Move Forward (2017, background): “Of note, women often underperform in high-stakes pSTEM testing situations––particularly when they are confronted with signals that they are less apt in pSTEM than men (Danaher & Crandall, 2008; Inzlicht & Ben-Zeev, 2000; Spencer et al., 1999).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, result): “Whereas Stricker and Ward found no significa t effects of question placing, a reanalysis of the data on gender differences was interpreted as corroborating the hypotheses derived from prior lab studies (Danaher & Crandall, 2008; but see Sackett & Ryan, 2012).”
Nonnaïveté among Amazon Mechanical Turk workers: Consequences and solutions for behavioral researchers (2013, unknown): “The ability to obscure inclusion criteria may be of particular importance in cases where awareness of the inclusion criteria may influence participants ’ willingness to participate or their responses (e.g., race and standardized test performance; Danaher & Crandall, 2008; Steele & Aronson, 1995).”
Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses ☆ ☆☆ (2008, background): “…are activated and left unchecked, they trigger a number of disruptive psychological processes that undermine test performance (Croizet et al., 2004; Dar-Nimrod & Heine, 2006; Davies, Spencer, Quinn, & Gerhardstein, 2002; Good, Aronson, & Inzlicht, 2003; Inzlicht & Ben-Zeev, 2000; Johns, Schmader,…”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, methodology): “For example, on analysis of U.S. data showed that the simple act of asking women for demographic information after, rather than before, a calculus test increased their scores substantially (Danaher & Crandall, 2008).”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “In a demonstration of the potential influence of stereotype threat on high stakes testing, Danaher and Crandall (2008) analyzed data from an AP Calculus AB exam in which high school students were either asked to report their gender before they began the test or after they finished the test.”
Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. (2008, background): “Danaher and Crandall (2008) reanalyzed Stricker and Ward’s (2004) data and argued that even with a stereotype threat effect size as small as d .20, in the context of high-stakes educational testing, this effect size might still translate to an additional 5.9% of women achieving a passing score for…”
Stereotype Threat in Organizations: Implications for Equity and Performance (2015, background): “Indeed, research in laboratory (e.g., Steele & Aronson 1995), educational (Danaher & Crandall 2008), and work settings (Kirnan et al. 2009) shows that moving demographic queries to after instead of before a test can improve performance, especially among people who face negative stereotypes in the…”
Women in Academic Science (2014, background): “…as 4,700 extra females being eligible to start college with advanced credit for calculus had they not been asked to think about their gender before completing the test (Danaher & Crandall, 2008; cf. Stricker & Ward, 2004, 2008, for criticism about data assumptions made by Danaher and Crandall).”
Gender gap on concept inventories in physics: what is consistent, what is inconsistent,and what factors influence the gap? (2013, background): “Similarly, female students whowere asked to mark their gender before taking the AP calculus test performed significantly lower than those who were not [37].”