The influence of gender stereotype threat on mathematics test scores of Dutch high school students: a registered report

Flore, Paulette; Mulder, Joris; Wicherts, Jelte M.

doi:10.1080/23743603.2018.1559647

Cited by 98 publications

(84 citation statements)

References 93 publications

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“…Recently, researchers have raised questions around stereotype threat. Some have questioned whether stereotype threats lead to practically meaningful effect sizes (Shewach et al, 2019); others have been unable to replicate stereotype threat effects for women and girls in math (Ganley et al, 2013;Pennington et al, 2018;Flore et al, 2019), and still others are working on a meta-analysis examining whether the magnitude of stereotype threat effects is decreasing over time (Lewis and Michalak, 2019). Results of stereotype threat research on men in language in particular have been inconsistent, with significant findings reported for both impaired and improved performance after threat (Hirnstein et al, 2012;Pansu et al, 2016), as well as null results (Eckert and Imhof, 2013) and our present results showing evidence of no effect.…”

Section: Resultsmentioning

confidence: 99%

Does Stereotype Threat Affect Men in Language Domains?

2020

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Boys and men tend to underperform in language education, and they are also underrepresented in language-related fields. Research suggests that stereotypes can affect students' performance and sense of belonging in academic subjects and test settings via stereotype threat. For example, girls and women sometimes underperform on math tests following reminders that math is for boys. We sought to test whether stereotypes that women have better language skills than men would affect men. In a series of four experiments (N = 542), we tested the effect of explicit stereotype threats on men's performance in language-related tasks, and their sense of belonging to language-related domains. We found little evidence for stereotype threat effects on men in language. Bayesian analysis suggested that the null hypothesis was consistently more likely than the alternative, and mini-meta analyses showed effect sizes near zero. Future research should explore other explanations for gender gaps in language.

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Section: Resultsmentioning

confidence: 99%

Does Stereotype Threat Affect Men in Language Domains?

2020

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“…Some have questioned whether stereotype threats lead to practically meaningful effect sizes (Shewach et al, 2019), others have been unable to replicate stereotype threat effects for women and girls in math (Flore, Mulder, & Wicherts, 2019;Ganley et al, 2013;Pennington, Litchfield, McLatchie, & Heim, 2018), and still others are working on a meta-analysis examining whether the magnitude of stereotype threat effects is decreasing over time (Lewis & Michalak, 2019).…”

Section: Conclusion Stereotype Threat On Men In Language 31mentioning

confidence: 99%

Does Stereotype Threat Affect Men in Language Domains?

Chaffee¹,

Lou²,

Noels³

2019

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Currently, boys and men tend to underperform in language domains in school and on standardized tests, and they are also underrepresented in language-related fields of study. Stereotype threat is one way in which psychologists have found that stereotypes can affect students’ performance and sense of belonging in academic subjects and test settings Researchers have traditionally found that when girls and women are reminded of stereotypes that math is for boys, girls and women tend to underperform on math tests. Stereotype threat has also been found to affect women’s sense of belonging in math settings. We sought to test whether stereotypes that women have better language skills than men would affect men in the same way. We conducted a series of four experiments (N=542) testing the effect of explicit stereotype threats on men’s performance in language-related tasks, and their sense of belonging to language-related domains. We found little evidence for stereotype threat effects on men in language tasks. Mini-meta analyses revealed aggregate effect sizes indistinguishable from zero across our studies, and Bayesian analysis suggested that the null hypothesis was consistently more likely than the alternative. Future research should explore other explanations for gender gaps in language.

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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 math 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). 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, 2019).…”

Section: The Nature and Nurture Of Sex Differences In Cognitive Aptitmentioning

confidence: 99%

Men, Women, and STEM: Why the Differences and What Should Be Done?

Stewart‐Williams¹,

Halsey²

2018

Preprint

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It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM, including physics, mathematics, and computer science. The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions are targeted at those ostensible causes. However, a great deal of evidence in the behavioral 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 make a significant contribution to the gender gaps in STEM. These factors include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudessome favoring males, others favoring femaleswhich are associated with progressively larger differences the further above the average one looks. The second aim is to evaluate the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (or "innate") component. A more complete picture of the many causes of the unequal sex ratios in STEM may productively inform policy debates, and is likely to improve women's situation across the STEM fields. Men, Women, and ScienceWhy the Differences and What Should Be Done?Never has the issue of gender disparities been as widely discussed, or as bitterly contested, as it has been in recent years. From the Oscars to the political podium, from TV shows to the workplace, disparities are identified and debate inevitably ensues. In the occupational realm, one of the primary focuses of this debate has been the differential representation of men and women in STEM (science, technology, engineering, and math). 1 This was epitomized by the infamous "Google memo," in which then-Google employee James Damore (2017) questioned the extent to which observed gender disparities in STEM are a product of workplace discrimination. The memo, and Damore's subsequent dismissal from Google, provoked a great deal of discussion and debate about the causes of STEM disparities and the origins of human sex differences. Unfortunately, much of this debate was decidedly inaccurate in its presentation of the research on the topic. A great deal was said about bias and discrimination, but relatively little about other factors contributing to STEM gender gaps (e.g., Chachra, 2017). Furthermore, to the extent that other factors were mentionedfactors such as average sex differences in academic interests these were typically attributed to socialization, rather than to biology or to a 1 Strictly speaking, the issue is not STEM per se, but rather STEM fields that focus on the non-living world, or that have a strong spatial or mathematical component. According to Ceci et al. (2014), the STEM fields should be divided into GE...

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The influence of gender stereotype threat on mathematics test scores of Dutch high school students: a registered report

Cited by 98 publications

References 93 publications

Does Stereotype Threat Affect Men in Language Domains?

Does Stereotype Threat Affect Men in Language Domains?

Does Stereotype Threat Affect Men in Language Domains?

Men, Women, and STEM: Why the Differences and What Should Be Done?

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