Do High-Achieving Female Students Underperform in Private? The Implications of Threatening Environments on Intellectual Processing

By Michael Inzlicht, Talia Ben-Zeev. 2003

224 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f0ab9cb2064620011a6e033523c6b62d56e80c66

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Citations in the corpus

Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. (2008, result): “…research framework were excluded (e.g., Ben-Zeev, Fein, & Inzlicht, 2005; Chung-Herrera, Ehrhart, Ehrhart, Hattrup, & Solamon, 2005; Cullen, Hardison, & Sackett, 2004; Good, Aronson, & Inzlicht, 2003; Inzlicht & Ben-Zeev, 2000, 2003; Osborne, 2001a, 2001b; Roberson, Deitch, Brief, & Block, 2003).”
The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “The majority of stereotype threat research to date has focused almost exclusively on performance or anticipated performance as the main outcome of study (e.g., Inzlicht & Ben-Zeev, 2003; Smith & White, 2002; Stangor, Carr, & Kiang, 1998; C. M. Steele & Aronson, 1995; cf. Schmader et al., 2004; Smi”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “This included articles in the Journal of Educational Psychology (Huguet and Régner 2007; Inzlicht and Ben-Zeev 2003; Smith et al. 2007), Child Development (McKown and Strambler 2009; McKown and Weinstein 2003), Educational Psychologist (Logel et al.”
Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances (2007, background): “More recently, Inzlicht and Ben-Zeev (2003) showed that women’s math-performance deficit in mixed-gender minority conditions occurred in public as well as private environments, indicating just how far-reaching the effects of stereotype threat can be.”
The Influence of Proactive Personality and Stereotype Threat on Women's Entrepreneurial Intentions (2007, background): “For example, math performance of highachieving women is detrimentally affected by the presence of a negative stereotype on a math test compared to women who do not care as much about mathematics (Inzlicht & Ben-Zeev, 2003; Spencer, Steele, & Quinn, 1999).”
Stereotype threat: Antecedents and consequences for working women (2011, background): “Stereotype threat effects appear to be multiply mediated, however, as stereotype threat has also been shown to increase stress (Blascovich, Spencer, Quinn, & Steele, 2001) and anxiety (Bosson, Haymovitz, & Pinel, 2004; Inzlicht & Ben-Zeev, 2003).”
Outrunning the gender gap—boys and girls compete equally (2011, unknown): “negative stereotypes about female math ability (Steele 1997; Shih et al. 1999; Inzlicht & Ben-Zeev 2003; O'Brien & Crandall 2003).2 This kind of stereotype has been suggested as one”
An integrated process model of stereotype threat effects on performance. (2008, background): “In comparison to these real-world situations, more short-lived encounters that are of a private nature (Inzlicht & Ben-Zeev, 2003) might not be stressful enough to induce a large physiological response.”
The Effect of Gender Diversity on Angel Group Investment (2011, background): “Our evidence is consistent with these hypotheses and supports the assertion of Inzlicht and Ben-Zeev (2000, 2003) and Inzlicht et al. (2006), among others, that stereotype threat exists but diminishes in certain environments.”
Signaling Threat (2007, background): “…is a good candidate because several studies have shown that being outnumbered in settings where group stereotypes might apply decreases targets’ performance expectations, as well as their actual performance (Inzlicht & Ben-Zeev, 2000, 2003; Inzlicht & Good, 2006; Sekaquaptewa & Thompson, 2003).”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “Similarly, women taking a math exam perform significantly worse when they are the only woman among men (i.e., a solo) versus when they are in a group of all women (Inzlicht & Ben-Zeev, 2000, 2003; Sekaquaptewa & Thompson, 2002, 2003).”
A particular resiliency to threatening environments (2006, background): “…at controlling the impressions they project (Danheiser & Graziano, 1982) and so may believe that they are able to prevent others from making negative stereotypic impressions of them7—precisely the demands we presume are posed by stereotype threat (Aronson, 2002; Inzlicht & Ben-Zeev, 2003).”