Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat |
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Authors: | Alexandra C Lesko Jennifer Henderlong Corpus |
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Institution: | (1) Department of Psychology, Reed College, Portland, Oregon;(2) Department of Psychology, Reed College, 3203 SE Woodstock Blvd., Portland, Oregon, 97202 |
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Abstract: | In this study, we examined how math identity moderates women's response to gender-related stereotypes in the domain of mathematics.
Male and female college students with varying degrees of math identification took a challenging math test with a gender-related
stereotype either activated (i.e., stereotype threat) or nullified. Consistent with previous research, women performed worse
than men in the stereotype threat condition, but equal to men in the stereotype nullification condition when performance was
adjusted for math SAT scores. Moreover, when faced with stereotype threat, high math-identified women discounted the validity
of the test more than did less math-identified women or men in general. We discuss potential benefits and drawbacks of a discounting
strategy for women who are highly identified with math. |
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Keywords: | stereotype threat gender identity mathematics |
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