Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances

By Pascal Huguet, Isabelle Régner. 2007

346 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e035cfa564e19dd94d49395f8d73122c5f619b55

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Citations in the corpus

The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals (2015, background): “…send the message “I can do this, so you can do this too” to role aspirants (see also Bagès & Martinot, 2011; BarNir et al., 2011; Buunk, Peiró, & Griffioen, 2007; Dasgupta, 2011; Hoyt, 2013; Huguet & Regner, 2007; Latu et al., 2013; Marx & Roman, 2002; Sealy & Singh, 2010; Stout et al., 2011).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “One study demonstrated that stereotype-threat conditions diminished girls’ geometry test performance in a mixed-sex classroom, but not in a single-sex classroom (Huguet & Regner, 2007).”
Feeling the Threat (2014, neutral): “Experimental manipulations in laboratory or even classroom settings (e.g., Huguet & Regner, 2007) can be constructed such that they have immediate effects on certain motivations and decision-making processes, but covert expressions of stereotypic attitudes in naturalistic classroom settings are…”
Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance (2012, background): “Research conducted in France suggests that these gender stereotypes are known and that they can subtly influence performance (Guimond and Roussel 2001; Huguet and Régner 2007; Martinot et al. 2012).”
My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls (2012, background): “Eleven- to thirteen-year-old girls recalled fewer details of a complex figure when they thought it was a test of geometry rather than memory or drawing, and when they were tested alongside boys rather than other girls (Huguet & Régner, 2007).”
Counter-stereotypic beliefs in math do not protect school girls from stereotype threat (2009, methodology): “This task, which has already proved successful in detecting ST (Huguet & Régner, 2007), taps into skills (i.e., visual–perceptual and visual– spatial) as well as cognitive and meta-cognitive processes (attention, organization, and strategy use) that are basic components of academic performance…”
STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). (2011, result): “Thus, our work extends past work that identified techniques to deflect the effect of stereotype threat on test performance (e.g., Huguet & Régner, 2007; Marx & Roman, 2002; McIntyre et al., 2003) by underscoring the added importance of interventions that enhance women’s self-efficacy and sense of…”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, positive): “Consistent with Gunderson and colleagues’ developmental approach, stereotype threat has also been explored from a developmental perspective, assessing the emergence of stereotype threat in younger girls (e.g., Huguet and Régner 2007, 2009).”
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science (2016, background): “Negative stereotypes about girls’ lower ability in STEM can harm their performance (Huguet & Régner, 2007), which may deter girls from choosing to pursue STEM (Davies, Spencer, Quinn, & Gerhardstein, 2002).”
Gender, Single-Sex Schooling and Maths Achievement (2012, background): “Huguet and Régner (2007) find that this effect particularly pronounced when girls are led to believe at a task measures maths ability rather than other ilities.5 Booth and Nolen (2012) examine the impact of school vironment on attitudes to competition.”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “Educational Psychology, 27, 135-154.”