Implicit stereotypes and women's math performance : How implicit gender-math stereotypes influence women's susceptibility to stereotype threat

By A. Kiefer, Denise Sekaquaptewa. 2007

63 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Sociology and Political Science, Cognitive Science & Psychology, Social Sciences & Humanities

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. Arvind Narayanan
2. Aylin Caliskan
3. Joanna J. Bryson
4. Richard Noble
5. Brian A. Nosek
6. Ursula Kessels

In Gender Studies

1. Richard Noble
2. Aylin Caliskan
3. Frederick L. Smyth
4. Brian A. Nosek
5. John T. Jost

In Sociology and Political Science

1. Aylin Caliskan
2. Frederick L. Smyth
3. Brian A. Nosek
4. Arvind Narayanan
5. Joanna J. Bryson
6. Richard Noble
7. Bertram Gawronski
8. Mahzarin R. Banaji

In Cognitive Science & Psychology

1. Aylin Caliskan
2. Frederick L. Smyth
3. Brian A. Nosek
4. Richard Noble
5. Joanna J. Bryson
6. Arvind Narayanan
7. Mahzarin R. Banaji
8. A. Greenwald

In Social Sciences & Humanities

1. Brian A. Nosek
2. Richard Noble
3. Aylin Caliskan
4. Arvind Narayanan
5. Mahzarin R. Banaji
6. Efrén O. Pérez

Citations in the corpus

• Semantics derived automatically from language corpora contain human-like biases (2016, background): “It has been known for some time that even newborn infants attend foremost to speakers sharing their mother’s dialect (Kinzler et al., 2007); it has been conjectured that such ingroup signaling may even account for the origins of music and language (Fitch, 2004).”
• Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement (2011, background): “…vulnerable to effects of stereotype threat in challenging math achievement contexts, and more likely to leave STEM-majors and careers than women with weaker implicit stereotypes and more favorable implicit attitudes—even if their explicit reports are the same (Kiefer & Sekaquaptewa, 2007a, 2007b).”
• Mathematics Self-Efficacy and African American Male Students: An Examination of Models of Success (2011, background): “Thus, the study was designed so that participants could define, discuss, and reflect on their beliefs in their mathematics abilities, the sources of their beliefs, and the impact of their beliefs on their motivation and academic achievement in mathematics.”
• The effect of priming gender roles on women's implicit gender beliefs and career aspirations (2010, unknown): “…are less likely to believe they can succeed as a leader (Dasgupta & Asgari, 2004) and they report low interest in graduate work in mathematics (Keifer & Sekaquaptewa, 2007a; for related findings, see Davies, Spencer, Quinn, & Gerhardstein, 2002; Keifer & Sekaquaptewa, 2007b; Nosek et al.,…”