The effect of stereotype threat on student-athlete math performance |
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| Affiliation: | 1. Department of Psychology, Colorado College, United States;2. Department of Health & Kinesiology, Purdue University, United States;1. Department of Social and Behavioral Sciences, Saint Louis Community College-Meramec, USA;2. Department of Teaching & Learning, University of Missouri-St. Louis, USA;1. Department of Social and Behavioral Sciences, Saint Louis Community College-Meramec, USA;2. Department of Educator Preparation, Innovation and Research, University of Missouri-St. Louis, USA;1. German Sport University Cologne, Germany;2. Normandie Université Caen, France;3. University of Las Palmas de Gran Canaria, Spain;4. University of Wollongong, Australia |
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| Abstract: | ObjectivesTo assess whether a subtle stereotype threat of student-athletes would cause a decrease in both academic effort and performance.DesignA 2 (Male/Female) x 2 (Athlete Prime/No Athlete Prime) design was used to assess effort and performance on a math test.MethodA subtle threat manipulation was used to prime half of 60 NCAA Division III student-athletes with their athletic identity prior to taking a difficult math test.ResultsSupporting the hypotheses, student-athletes who were primed with their athletic identity attempted significantly fewer problems and received lower mean math scores than those who were not primed. Contrary to hypotheses, gender did not impact effort or performance, and there was no evidence of buffering effects of priming non-athlete identities.ConclusionsThe results of this experiment provide evidence for stereotype threat effects across genders and into Division III athletes, which potentially impact student-athlete academic performance. |
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| Keywords: | Stereotype threat Student athlete Identity Task performance Competing identities |
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