Stereotype Susceptibility in Children: Effects of Identity Activation on Quantitative Performance

By N. Ambady, Margaret Shih, Amy Kim, Todd L. Pittinsky. Psychology Science, 2001

604 citations recorded by the source corpus.

Subfields: Gender Studies, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dc91a6dfa5dde296fca15d20630a2b2dcb50f797

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Citations in the corpus

Self-Threat and Product Failure: How Internal Attributions of Blame Affect Consumer Complaining Behavior (2012, background): “Stereotype threat research has demonstrated the presence of self-threat by creating variability in the salience of group identity (Ambady et al. 2001) and by making the stereotype more prominent (Yeung and Von Hippel 2008).”
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat (2009, background): “Although children’s beliefs about the two genders math ability were sometimes assessed (Ambady et al., 2001; Muzzatti & Agnoli, 2007), the moderating role of these beliefs in ST was never tested. In children, therefore, the moderation issue remains unanswered, and the answer is far from being obviou”
On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. (2010, background): “For example, boys attending grade 1-8 did not report any math-gender stereotypes (Ambady et al., 2001; Steele, 2003).”
Domain-specific effects of stereotypes on performance (2006, background): “While the stereotype threat and stereotype lift literature find that negative stereotypes hurt performance, there is also accumulating evidence from stereotype susceptibility research that positive stereotypes can boost performance (Ambady et al., 2001; Levy, 1996; Shih et al., 1999).”
Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women (2011, neutral): “Ambady et al. 2001; Hyde et al. 1990; Steele 2003).”
Why So Few? Women in Science, Technology, Engineering, and Mathematics. (2010, background): “As early as elementary school, children are aware of these stereotypes and can express stereotypical beliefs about which science courses are suitable for females and males (Farenga & Joyce, 1999; Ambady et al., 2001).”
Belief Systems and Durable Inequalities: An Experimental Investigation of Indian Caste (2004, positive): “Ambady et al. (2001) provide evidence that identity activation affects children at an early age in a way similar to the effect on college students, as demonstrated in Shih, Pittinsky, and Ambady (1999).”
Gender differences in mathematics achievement: Exploring the early grades and the extremes (2008, background): “While most stereotype threat research focuses on adults, there is some evidence that suggests that stereotype threat exists even in young children (Ambady et al., 2001).”