Combating stereotype threat: The effect of self-affirmation on women's intellectual performance.

By A. Martens, Michael Johns, J. Greenberg, Jeff Schimel. 2006

506 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d10625557b7dd67f22aa8d954831558a8f614dad

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In Experimental and Cognitive Psychology

In Social Psychology

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Citations in the corpus

Reconciling self-protection with self-improvement: Self-affirmation theory. (2011, methodology): “One series of studies examined whether self-affirmation would lead to improved performance by women on a math test (Martens et al., 2006).”
“Don't Call Me a Student-Athlete”: The Effect of Identity Priming on Stereotype Threat for Academically Engaged African American College Athletes (2012, background): “As previously suggested, if they receive more preferential treatment on campus than African American athletes, then the label “student-athlete” may activate more positive, self-affirming associations that provide a buffer against stereotype threat (Martens, Johns, Greeneberg, & Schimel, 2006 ).”
Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “And indeed, U.S. and French research indicates that an efficient means to counteract stereotype threat is to affirm one’s self-concept in valued domains (Croizet et al. 2001; Martens et al. 2006).”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “For example, Martens et al. (2006) randomly assigned college participants to complete a difficult math test that was described as either diagnostic (stereotype threat) or non-diagnostic (no threat control) of math abilities.”
A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap (2015, methodology): “…using such techniques as values affirmation (writing about important values; for reviews see Miyake et al., 2010; Cohen and Sherman, 2014; Walton, 2014), and self-affirmation (writing about a valued self-relevant characteristic such as sense of humour or social skills, Martens et al., 2006).”
Women's underrepresentation in science: sociocultural and biological considerations. (2009, background): “At what point will gender stereotypes fade, or have they already, as hinted by some evidence that the gender stereotypes on which stereotype threat is based are fading (Biek, 2006; Martens et al., 2006).”
Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, background): “In addition, recent research has demonstrated that specific personal interventions can be used to help eliminate the effect that stereotypes can have on women’s math test performance (Ambady et al., 2004; Croizet et al., 2001; Martens et al., 2006; Shih et al., 1999).”
A longitudinal examination of the role of stereotype threat and racial climate on college outcomes for minorities at elite institutions (2010, background): “In this situation, the reduced threat condition may explain to the students before taking the exam that this particular exam has been constructed to eliminate gender bias ( Martens et al. 2006; Spencer et al. 1999) or, alternately, students in the experimental group may take the exam in a same gend”