A Threatening Intellectual Environment: Why Females Are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males

By Michael Inzlicht, Talia Ben-Zeev. Psychology Science, 2000

906 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8c2b99312266e2e47d44c84030b660b14132eff6

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Citations in the corpus

Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “Would same-sex testing sessions reduce the effect, as some suggest (e.g., McGuinness and Morley, 1991; Inzlicht & Ben-Zeev, 2000)?”
Muslim Americans’ Responses to Social Identity Threats: Effects of Media Representations and Experiences of Discrimination (2019, background): “…as minorities report experiencing social identity threats due to both factors and perceptions of discrimination can be enhanced by social contexts that further highlight the minority status or negative representation of the stigmatized group (Inzlicht & Ben-Zeev, 2000; Stout & Dasgupta, 2011).”
Linking Stereotype Threat and Anxiety (2007, background): “Furthermore, it is reasonable to wonder whether experimenter sex may have had an influence on the reactions of the participants (following research by Inzlicht & Ben-Zeev, 2000, and others).”
Clearing the air: identity safety moderates the effects of stereotype threat on women's leadership aspirations. (2005, methodology): “This deception was used in both of the present studies to control for any unanticipated effects that might result from group composition (e.g., Fleischer & Chertkoff, 1986; Inzlicht & Ben-Zeev, 2000; Nyquist & Spence, 1986).”
When What You See Is What You Get (2011, background): “…stereotype threat and its consequences follow from disrupted cognition (e.g., decrements in working memory; Schmader, Johns, & Forbes, 2008), but fewer studies have examined the cues in the social environment that arouse threat in the first place (cf. Inzlicht & Ben-Zeev, 2000; Logel et al., 2009).”
Identity bifurcation in response to stereotype threat: Women and mathematics (2004, background): “Adverse effects of stereotype threat on individual performance have been demonstrated for female students undergoing tests of mathematical ability (Brown & Josephs, 1999; Davies, Spencer, Quinn, & Gerhradstein, 2001; Inzlicht & Ben-Zeev, 2000; Shih, Pittinsky, & Ambady, 2000; Spencer, Steele, & Qu”
Gender differences in computer science students (2003, background): “In addition, women in CS may suffer from stereotype threat, which “occurs when targets of stereotypes alleging intellectual inferiority are reminded of the possibility of confirming these stereotypes” [15].”
Female Role Models: Protecting Women’s Math Test Performance (2002, background): “Of importance, related research suggests that women are less likely to become threatened by a stereotype indicating their mathematical inferiority when they outnumber men rather than when they are outnumbered by men (Inzlicht & Ben-Zeev, 2000).”
A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence (2003, background): “Results of research on stereotype threat indicate that being the only stereotyped individual in a context decreases performance on stereotype relevant tasks (Inzlicht & Ben-Zeev, 2000).”
The Costs of Accepting Gender Differences: The Role of Stereotype Endorsement in Women's Experience in the Math Domain (2004, background): “…several studies have shown that stereotype threat might explain why women so often perform more poorly than men on standardized math tests (e.g., Inzlicht & Ben-Zeev, 2000; Keller, 2002; Quinn & Spencer, 2001; Schmader, 2002; Schmader & Johns, 2003; Spencer et al., 1999; Walsh, Hickey, & Duffy,…”
The effects of stereotype activation on behavior: a review of possible mechanisms. (2001, background): “For example, being the only woman in a group decreases performance on stereotyperelevant tasks like math ability tests but not on other tasks like verbal ability tests (Inzlicht & Ben-Zeev, 2000).”
Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM? (2011, background): “A skewed gender ratio can activate negative stereotypes about women’s abilities and bring about underperformance among women who have identified those domains as important to them (e.g., STEM majors; Inzlicht & Ben-Zeev, 2000; Murphy, Steele, & Gross, 2007; Sekaquaptewa & Thompson, 2003).”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “Inzlicht and Ben-Zeev (2000) , who manipulated a gender-stereotype threat for females by requiring them to work on math problems in an environment where males outnumbered them.”