Stereotype Threat, Inquiring About Test Takers' Ethnicity and Gender, and Standardized Test Performance1

By Lawrence J. Stricker, W. C. Ward. 2004

218 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d880259bcf74a9f5fb2ca8c087225892767c24fe

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Citations in the corpus

New Trends in Gender and Mathematics Performance: A Meta-Analysis (2010, unknown): “Stevenson, Chen, & Booth (1990) 0.04 1.15 Stevenson, Chen, & Booth (1990) 0.09 1.47 Stevenson, Chen, & Booth (1990) 0.27 1.22 Stricker & Ward (2004) 0.44 1.00 Stricker & Ward (2004) 0.16 1.00 Stricker & Ward (2004) 87”
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances (2007, background): “Likewise, Stricker and Ward (2004) conducted two field studies within an actual high-stakes test situation but were unable to replicate the strong negative effects of asking for biographical information prior to taking a test (i.e., group prime; see Steele & Aronson, 1995) on minority and female…”
An integrated process model of stereotype threat effects on performance. (2008, background): “Some have suggested that stereotype threat has little impact outside of the laboratory (Cullen, Hardison, & Sackett, 2004; Stricker & Ward, 2004).”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “In one debated series of experimental field studies, students were asked for demographics prior to or after completing a cognitive ability test (Stricker and Ward 2004).”
Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. (2008, methodology): “There were a few studies with substantially larger sample sizes than those in the majority of other studies in the meta-analysis (e.g., Anderson, 2001; Stricker & Ward, 2004, Studies 1 and 2).”
Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses ☆ ☆☆ (2008, result): “For example, a large study conducted by Stricker and Ward (2004) for the Educational Testing Service (ETS) found that simply moving the standard demographic inquiry about test-taker gender to the end of the test (and thus reducing the level of stereotype threat during the test) resulted in…”
Testing Stereotype Threat Theory Predictions for Math-Identified and Non-Math-Identified Students by Gender (2006, background): “Stricker and Ward (2004) examined the effects of providing race and gender prior to and after taking the Advanced Placement Calculus test in one large sample and a series of computerized math, reading, and writing course placement tests in a second, large, community college sample.”
Women in Academic Science (2014, background): “…as 4,700 extra females being eligible to start college with advanced credit for calculus had they not been asked to think about their gender before completing the test (Danaher & Crandall, 2008; cf. Stricker & Ward, 2004, 2008, for criticism about data assumptions made by Danaher and Crandall).”
Effects of Salient Multiple Identities on Women's Performance Under Mathematics Stereotype Threat (2005, unknown): “…& Mitchell, 2003; Croizet & Claire, 1998; Inzlicht & Ben-Zeev, 2000; Schmader & Johns, 2003, Experiment 3; Steele & Aronson, 1995, Experiment 4; Stricker & Ward, 2004) to very explicit (e.g., Aronson et al., 1999; Keller, 2002; Keller & Dauenheimer, 2003; Leyens, Désert, Croizet, & Darcis,…”