A burden for the boys: Evidence of stereotype threat in boys' reading performance

Pansu, Pascal; Régner, Isabelle; Max, Sylvain; Colé, Pascale; Nezlek, John B.; Huguet, Pascal

doi:10.1016/j.jesp.2016.02.008

Cited by 72 publications

(57 citation statements)

References 23 publications

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“…Research has established a clear relationship between academic achievement and various demographic variables, such as family wealth, parental level of education (Duncan & Brooks‐Gunn, ; Mayer, ; Sirin, ), the collective socioeconomic status (SES) of the children within a school, district, or country (Rumberger & Palardy, ), and student gender for subjects such as mathematics and reading (Beekman & Ober, ; Pansu et al., ). Many hypotheses have been posited to explain these relations.…”

Section: Demographics Strategies and Achievementmentioning

confidence: 99%

“…Another demographic variable that has received attention is gender, which has been shown to relate to achievement in some academic domains, specifically with girls in mathematics (Beekman & Ober, ) and boys in reading (Pansu et al., ; Robinson & Lubienski, ). These achievement differences are not only related to school performance but also to later career choices and vocational success (Fouad et al., ).…”

Section: Demographics Strategies and Achievementmentioning

confidence: 99%

See 1 more Smart Citation

Student and school SES, gender, strategy use, and achievement

Callan

Marchant

Finch

et al. 2017

Psychology in the Schools

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A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family-and school-level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools.In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools. K E Y W O R D Sdemographics, metacognition, strategy use

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Section: Demographics Strategies and Achievementmentioning

confidence: 99%

Section: Demographics Strategies and Achievementmentioning

confidence: 99%

Student and school SES, gender, strategy use, and achievement

Callan

Marchant

Finch

et al. 2017

Psychology in the Schools

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“…Additionally, very few studies examined the effect of gender stereotypes in verbal tests (Keller 2007;Seibt and Förster 2004). To our knowledge, there is only one study examining the effects of stereotype threat in reading performance (Pansu et al 2016). In this study, in the stereotype threat condition, the test was presented as diagnostic of language abilities, and this subtle manipulation was sufficient to evoke gender stereotypes about boys being weak at language.…”

mentioning

confidence: 90%

“…Stereotype threat, defined as the activation of a negative stereotype about one's group in a testing situation (Steele and Aronson 1995), may be one of the factors contributing to the gender gap in school achievement (Steele and Aronson 1995;Spencer et al 1999;Pansu et al 2016). For example, the activation of a stereotype about girls being weak at mathematics is likely to lower math test performance in female group.…”

Section: Introduction and Literature Overviewmentioning

confidence: 99%

Stereotype threat as an antecedent to domain identification and achievement in language arts in boys: a cross-sectional study

et al. 2020

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A substantial number of experimental studies on stereotype threat explores performance of girls in mathematics. Only few concentrated on gender differences favoring girls in language performance. However, gender differences in a reading test in the Program for International Student Assessment are three times larger than in mathematics. Considerable research indicates that gender differences in achievement and academic attitudes are partly explained by stereotype threat. In this study, using structural equation modeling on representative data from a sample of schoolboys in three age cohorts, we examined the associations of repeated experiences of stereotype threat and two outcome variables: language achievement and domain identification with language arts. We demonstrated that working memory and intellectual helplessness were predicted by the level of stereotype threat. Moving beyond past work, we showed that the indirect effect explaining domain identification through intellectual helplessness was significant in older cohorts. Additionally, the indirect effect linking stereotype threat and language achievement through working memory was not significant in the oldest cohort. In this group, language identification significantly predicted language achievement. These results offer a tentative support of our prediction about a cumulative effect of stereotype threat on domain identification. The present study enriches a small but growing body of literature examining stereotype threat in male samples. Moreover, it identifies a new mediational path by which stereotype threat may be translated into lower domain identification and in turn lower language achievement.

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“…Hence, also this study showed that the split-sample analysis revealed important clues how the task was solved by the two sexes. We demonstrated that boys can successfully use a visual strategy in an area where they are usually thought to be not quite as good as girls, and where they would even succumb to a stereotype threat [63]. Moreover, it is often thought that visual strategies in reading are detrimental because they would be necessarily wholistic [64].…”

Section: Do Only Boys Read With Their Eyes?mentioning

confidence: 99%

Sex Differences as a Statistical Variable

Lange-Küttner¹

2017

Gender Differences in Different Contexts

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Gender differences are often seen as either biologically determined or culturally acquired or conditioned. However, in an age where gender equality is the main target, neither peer reviewers nor students show much interest in gender differences. Moreover, not only do people try to integrate their 'ying' and 'yang' in their personalities also transgender identities are publicly acknowledged, appreciated and respected. Thus, in this chapter, I argue that we need to downgrade gender differences to a statistical variable that explains variance, sharpens statistical effects and reveals strategies. I am giving examples from my developmental psychology research where the split-sample analysis by gender showed amazing and often unexpected effects.

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A burden for the boys: Evidence of stereotype threat in boys' reading performance

Cited by 72 publications

References 23 publications

Student and school SES, gender, strategy use, and achievement

Student and school SES, gender, strategy use, and achievement

Stereotype threat as an antecedent to domain identification and achievement in language arts in boys: a cross-sectional study

Sex Differences as a Statistical Variable

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