When women can’t do math: The interplay of self-construal, group identification, and stereotypic performance standards |
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Authors: | Johannes Keller Lisa Molix |
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Institution: | a Universität Mannheim, Lehrstuhl für Mikrosoziologie & Sozialpsychologie, 68131 Mannheim, Germany b Department of Psychological Sciences, 217 McAlester Hall, University of Missouri, Columbia, MO 65211, USA |
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Abstract: | The present research examined the interplay of self-construal (independent vs. interdependent), gender group identification, and performance standards (positive vs. negative) on women’s math performance. Female participants were given a subtle self-prime prior to completing a math test under conditions where either a positive or negative group-based performance standard was rendered accessible. We report an interactive effect of self-construal, gender identification, and performance standard such that a negative (compared to a positive) standard decreased performance under interdependent self-prime (“we”) conditions, whereas the reverse pattern emerged under independent self-prime (“I”) conditions. Importantly, we observed this interplay of performance standards and self-construal only in individuals who self-identify with their gender group whereas performance outcomes of low identifiers were not affected by the experimental manipulations. |
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Keywords: | Assimilation Contrast Group identification Math performance Performance standards Self-construal Stereotype threat |
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