Stereotype Threat and Women's Math Performance

By S. Spencer, C. Steele, D. Quinn. 1999

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"Wrong side of the tracks": Big Data and Protected Categories (2014, background): “gs or achiev e a demographically balanced group, but simply because her achievements may be the more impressive for having been accomplished in 5 the face of overt discrimination or stereotype threat [8]. A desire to select candidates on the basis of a universal characteristic (in this case, perhaps”
The Differential Effects of Solo Status on Members of High- and Low-Status Groups (2002, background): “However, a significant main effect of gender showed that women did tend to underperform relative to men overall, a pattern consistent with previous work showing underperformance in women testing in stereotypically male topics such as math and science (Spencer et al., 1999).”
Social Interactions and the Salience of Social Identity (2011, unknown): “Other examples in the literature show that African Americans primed with their ethnic identity performed less well on an exam (Steele and Aronson, 1995), and women primed with their gender identity performed less well on a math test (Spencer et al., 1999).”
Contending with group image: The psychology of stereotype and social identity threat (2002, background): “Another manipulation of stereotype threat has been to vary whether a negative stereotype about a group's ability is made relevant to the performance at hand (Aronson et al., 1999; Blascovich, et al., 2000; Brown & Steele, 1999; Spencer et al., 1999).”
Fitting in or Opting Out: A Review of Key Social-Psychological Factors Influencing a Sense of Belonging for Women in Physics. (2016, background): “Cultural stereotypes suggesting women’s quantitative abilities are inferior to men’s are still prevalent and affect women inmyriadways, ranging from depressing their objective performance [50] to negatively impacting their attitudes and identification [51].”
Can Stereotype Threat Explain the Gender Gap in Mathematics Performance and Achievement? (2012, methodology): “The original trio of studies that tested the hypothesis that stereotype threat contributes to the gender difference in mathematics performance was published in 1999 (Spencer et al., 1999).”
Stereotype Threat and Women's Performance in Engineering (2003, methodology): “In one study, women with strong math backgrounds performed worse than men with similar backgrounds on difficult tests—yet women performed equally well on easy tests [10].”
Gender differences in kindergarteners’ robotics and programming achievement (2012, background): “Stereotype threat refers to the anxiety that one's performance on a task or activity will be seen through the lens of a negative stereotype (Steele 1997; Spencer et al. 1998).”
Understanding Racial Differences on Cognitive Ability Tests in Selection Contexts: An Integration of Stereotype Threat and Applicant Reactions Research (2003, background): “Items of moderate to high difficulty were chosen because the difficulty of the test is related to the magnitude of threat experienced (Spencer et al., 1999).”