Stereotype threat, identity salience, and spatial reasoning

By Matthew S. McGlone, Joshua Aronson. 2006

250 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7e5ec05b70096c86bbd6ca44c316c1c3376ca133

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

In Sociology and Political Science

Citations in the corpus

An Experimental Study of the Effects of Stereotype Threat and Stereotype Lift on Men and Women's Performance in Mathematics (2012, methodology): “In addition, when women identify with other social identities (eg, intelligent student) instead of their gender identity, they perform better on math tests (McGlone & Aronson, 2006 ).”
Stereotype manipulation effects on math and spatial test performance: A meta-analysis. (2016, unknown): “…role of childhood spatial activities (Doyle, Voyer, & Cherney, 2012; Voyer, Nolan, & Voyer, 2000), gender-role identity (Signorella & Jamison, 1978; McGlone & Aronson, 2006), scoring procedures (Goldstein, Haldane, & Mitchell, 1990), and timing procedures (Voyer, 2011; Voyer, Rodgers, & McCormick,…”
Rising to the threat: Reducing stereotype threat by reframing the threat as a challenge (2010, unknown): “…Lynch, Sjomeling, & Darley, 1999), Black people struggle academically (e.g., Steele & Aronson, 1995), women struggle mathematically (e.g., Shih, Pittinsky, & Ambady, 1999; Spencer, Steele, & Quinn, 1999) and spatially (McGlone & Aronson, 2006), and men struggle linguistically (e.g., Keller, 2007).”
Gender Stereotypes and Women's Reports of Liking and Ability in Traditionally Masculine and Feminine Occupations (2008, methodology): “…female participants primed with the achievement-oriented identity of being a private college student performed better on a mental rotation task as compared to the performance of participants who were primed to think about their gender or a task-irrelevant identity (McGlone & Aronson, 2006).”
Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses ☆ ☆☆ (2008, background): “…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).”
Non-binary or genderqueer genders (2016, background): “Indeed, exposure to gender role stereotypes diminishes confidence and interest in ‘the other gender’s fields’ such as mathematics for women (Correll, 2004), as well as actual performance in them (McGlone & Aronson, 2006).”
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat (2009, background): “ST has proved to be relevant as well for the gender gap on spatial reasoning in the general population (McGlone & Aronson, 2006; Wraga, Helt, Jacobs, & Sullivan, 2007).”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “Similarly, research has manipulated whether female students are given the opportunity to think of themselves as elite private college students or college students who are good at math ( McGlone and Aronson 2006; Rydell et al. 2009).”
A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, background): “There is also recent evidence that stereotype threat could be responsible for gender differences in a well‐used mental rotation test (McGlone and Aronson 2006 ).”