Female Chess Players Show Typical Stereotype-Threat Effects: Commentary on Stafford (2018)

Smerdon, David; Hu, Hairong; McLennan, Andrew; Hippel, Frank von; Albrecht, Sabina

doi:10.1177/0956797620924051

Cited by 19 publications

(15 citation statements)

References 7 publications

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“…A critical test of the viability of these alternative accounts in explaining the genderequality paradox in chess, then, is whether the representation of female chess players has increased or decreased over time or over age cohorts. Existing findings suggest that the proportion of female players has increased with time (Smerdon et al, 2020), yet it is unclear whether this is the case in countries across the world.…”

Section: Statement Of Relevancementioning

confidence: 99%

Queen’s Gambit Declined: The Gender-Equality Paradox in Chess Participation Across 160 Countries

Vishkin

2022

Psychol Sci

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The gender-equality paradox refers to the puzzling finding that societies with more gender equality demonstrate larger gender differences across a range of phenomena, most notably in the proportion of women who pursue degrees in science, technology, engineering, and math. The present investigation demonstrates across two different measures of gender equality that this paradox extends to chess participation ( N = 803,485 across 160 countries; age range: 3–100 years), specifically that women participate more often in countries with less gender equality. Previous explanations for the paradox fail to account for this finding. Instead, consistent with the notion that gender equality reflects a generational shift, mediation analyses suggest that the gender-equality paradox in chess is driven by the greater participation of younger players in countries with less gender equality. A curvilinear effect of gender equality on the participation of female players was also found, demonstrating that gender differences in chess participation are largest at the highest and lowest ends of the gender-equality spectrum.

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Section: Statement Of Relevancementioning

confidence: 99%

Queen’s Gambit Declined: The Gender-Equality Paradox in Chess Participation Across 160 Countries

Vishkin

2022

Psychol Sci

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“…As for stereotype threat, a recent slew of studies has failed to find evidence that situations likely to induce threat do in fact hamper females’ performance in maths or other cognitive domains. The studies in question include several meta-analyses (Flore & Wicherts, 2015; Stoet & Geary, 2012), a number of large, pre-registered replications (Finnigan & Corker, 2016; Flore et al., 2019) and an analysis of 5.5 million chess games played in international tournaments, which found that women’s performance was better, rather than worse, under conditions of stereotype threat (Stafford, 2018; although see Smerdon et al., 2020). Meanwhile, on the other side of the ledger, a recent study failed to replicate the finding that stereotype threat impairs men’s performance on tests of language ability (Chaffee et al., 2020).…”

Section: Sex Differences In Cognitive Aptitudesmentioning

confidence: 99%

Men, women and STEM: Why the differences and what should be done?

Stewart‐Williams

Halsey

2021

Eur J Pers

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It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM (science, technology, engineering and maths). The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions target those ostensible causes. However, a great deal of evidence in the behavioural sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination contribute to the gender gaps in STEM. These include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudes – some favouring males, others favouring females – which are associated with progressively larger differences the further above the average one looks. The second aim is to examine the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (i.e. inherited) component. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy discussions.

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“…However, in the other example, Stafford ( 2018) authored a study that did not find evidence of stereotype threat among chess players. A replication of the study found considerable evidence of stereotype threat (Smerdon et al, 2020). The author of the original study acknowledged the failed replication, noted ways in which the replication improved on his original study, provided even-handed analysis on the possible causes for the divergent results, and even defended the replication authors against subsequent criticisms of the replication (Stafford, 2020).…”

Section: Replication Need Not Be An Adversarial Actmentioning

confidence: 99%

Replication is important for educational psychology: Recent developments and key issues

Plucker

Makel

2021

Educational Psychologist

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Replication is a key activity in scientific endeavors. Yet explicit replications are rare in many fields, including education and psychology. In this article, we discuss the relevance and value of replication in educational psychology and analyze challenges regarding the role replications can and should play in research. These challenges include philosophical, methodological, professional, and utility concerns about replication in education and the social sciences more broadly. Finally, we discuss strategies that may address these concerns in educational psychology research.

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Female Chess Players Show Typical Stereotype-Threat Effects: Commentary on Stafford (2018)

Cited by 19 publications

References 7 publications

Queen’s Gambit Declined: The Gender-Equality Paradox in Chess Participation Across 160 Countries

Queen’s Gambit Declined: The Gender-Equality Paradox in Chess Participation Across 160 Countries

Men, women and STEM: Why the differences and what should be done?

Replication is important for educational psychology: Recent developments and key issues

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