The Interference of Stereotype Threat With Women's Generation of Mathematical Problem-Solving Strategies

By D. Quinn, S. Spencer. 2001

363 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9ce6ef79bc7972b6d884b1e8f616eec63fde14a4

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In Experimental and Cognitive Psychology

In Social Psychology

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Citations in the corpus

Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion (2021, background): “…can have a negative impact on performance based on previous stereotype threat research that shows interference with cognitive activities in domains important to engineering such as mathematical problemsolving (Good et al., 2008; Quinn & Spencer, 2001; Spencer et al., 1999; Spencer et al., 2016).”
Converging evidence that stereotype threat reduces working memory capacity. (2003, background): “Prior research indicates that manipulations of stereotype threat only reduce women’s performance on very complex tests of their math ability (Spencer et al., 1999), typically those that require extracting an equation from a word problem (Quinn & Spencer, 2001).”
Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “.a process that takes focused concentration and attentional resources” (D. M. Quinn & Spencer, 2001, p. 59), then why does this anxiety, and the diminished cognitive capacity that results, not lead to less mathematics learning in middle school when gender stereotypes become pronounced?”
The effects of an academic environment intervention on science identification among women in STEM (2013, background): “Feeling outnumbered and concerned about self-relevant stereotypes can diminish women’s math test performance (Quinn and Spencer 2001; Schmader 2002; Sekaquaptewa and Thompson 2003; Spencer et al. 1999) and motivation to participate in STEM-related activities (Murphy et al. 2007).”
Trait and State Differences in Working Memory Capacity (2010, neutral): “…stereotype threat induced during cognitive or skilled performance, or during interracial interactions (Beilock, Jellison, Rydell, McConnell, & Carr, 2006; Beilock, Rydell, & McConnell, 2007; Quinn & Spencer, 2001 ; Richeson & Shelton, 2003; Schmader & Johns, 2003; Trawalter & Richeson, 2006).”
Effects of Salient Multiple Identities on Women's Performance Under Mathematics Stereotype Threat (2005, background): “2003; Shih et al., 1999), and adjusted scores that correct for guessing (e.g., Brown & Pinel, 2003; McIntyre et al., 2003; Quinn & Spencer, 2001; Spencer et al., 1999).”
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances (2007, result): “…performed as well as men when told that no gender differences had been found (for similar findings, see Johns, Schmader, & Martens, 2005; Keller & Dauenheimer, 2003; O’Brien & Crandall, 2003; Quinn & Spencer, 2001; Sekaquaptewa & Thompson, 2003; for a review, see Ben-Zeev, Duncan, & Forbes, 2005).”
The Costs of Accepting Gender Differences: The Role of Stereotype Endorsement in Women's Experience in the Math Domain (2004, background): “…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, 1999).”
A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, neutral): “1999 ; Inzlicht and Ben‐Zeev 2000 ; Quinn and Spencer 2001 ; Keller 2002 ; Smith and White 2002 ).”
On the epistemic costs of implicit bias (2011, background): “The phenomenon has been demonstrated with verbal tasks (Steele and Aronson 1995), complex mathematical tasks (Quinn and Spencer 2001), tests of memory (Hess et al. 2003), and mental rotation tasks (Wraga et al. 2006.)”
Students’ Motivation for Standardized Math Exams (2007, background): “Stereotype threat has been linked to diminished cognitive processing for female students on challenging math test items (Study 2 in Quinn & Spencer, 2001).”
DIFFERENTIAL MODELS FOR MATH ANXIETY IN MALE AND FEMALE COLLEGE STUDENTS (2004, background): “labor force, they are still underrepresented in math, science, and engineering professions ( Berryman 1983 ; Campbell and Evans 1997 ; Hanson 1996 ; Levi 2000 ; National Center for Education Statistics 2000 ; National Science Foundation 1999 ; O'Brien, Kopala, and Martinez-Pons 1999 : Oswald ”
How Environments Can Threaten Academic Performance, Self-Knowledge, and Sense of Belonging (2006, background): “In math and science, for example, women have to contend with stereotypes alleging inferiority to men (Davies, Spencer, Quinn, Gerhardstein, 2002; Quinn & Spencer, 2001; Schmader, 2002; Spencer et al., 1999).”
Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat (2006, background): “Because of this additional pressure, the performance of stigmatized individuals suffers when they are reminded of their group membership (e.g., female) or of the relevant stereotype (e.g., women are inferior mathematicians), but not when the stereotype is removed or nullified (Keller & Dauenheimer, ”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “Thus, there may be two gender stereotypes regarding math ability: one favorable to girls that applies to children and young adolescents (Steele 2003, and the present results), and another favorable to men that applies to high-school students and adults (e.g., Chatard et al. 2006; Guimond and Roussel”
Implicit stereotypes and women ’ s math performance : How implicit gender-math stereotypes in X uence women ’ s susceptibility to stereotype threat (2005, positive): “…when stereotype threat is reduced by instructing women that the math test is gender-fair (e.g., Schmader, 2002), or by informing women that the test is not a diagnostic measure of mathematical ability (e.g., Gonzales, Blanton , & Williams, 2002; Quinn & Spencer, 2001), women perform as well as men.”