The many faces of stereotype threat: Group- and self-threat

Wout, Daryl A.; Danso, Henry A.; Jackson, James S.; Spencer, Steve

doi:10.1016/j.jesp.2007.07.005

Cited by 69 publications

(98 citation statements)

References 27 publications

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“…Similarly, only women high in female identity completed fewer math problems after being told that a test would evaluate the performance of males and females. (In contrast, gender identification did not moderate performance when the threat was directed to the individual self rather than the gender as a whole [Wout et al, 2008]). …”

Section: The Role Of Implicit Stereotypes In Stem Performance and Parmentioning

confidence: 93%

“…Findings suggest that the process is bidirectional. On one hand, women who are weakly gender-identified see science stereotypes as less self-relevant and do not apply them to themselves, as illustrated in findings that women who were most strongly gender-identified were most susceptible to threatening cues (Schmader, 2002;Wout et al, 2008). To the extent that women who are most weakly genderidentified are less affected by stereotypes about women in science, they may be less constrained by structural impediments to science pursuit.…”

Section: The Moderating Role Of Gender Identitymentioning

confidence: 99%

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Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation

2011

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While the gender gap in mathematics and science has narrowed, men pursue these fields at a higher rate than women. In this study, 165 men and women at a university in the northeastern United States completed implicit and explicit measures of science stereotypes (association between male and science, relative to female and humanities), and gender identity (association between the concept "self" and one's own gender, relative to the concept "other" and the other gender), and reported plans to pursue science-oriented and humanities-oriented academic programs and careers. Although men were more likely than women to plan to pursue science, this gap in students' intentions was completely accounted for by implicit stereotypes. Moreover, implicit gender identity moderated the relationship between women's stereotypes and their academic plans, such that implicit stereotypes only predicted plans for women who strongly implicitly identified as female. These findings illustrate how an understanding of implicit cognitions can illuminate between-group disparities as well as within-group variability in science pursuit.

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Section: The Role Of Implicit Stereotypes In Stem Performance and Parmentioning

confidence: 93%

Section: The Moderating Role Of Gender Identitymentioning

confidence: 99%

Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation

2011

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“…The most important moderators among adults are gender identification, domain identification, stigma consciousness, and beliefs about intelligence (Aronson & Good, 2003). Thus, women who strongly identify with both the academic domain of mathematics (Cadinu et al, 2003;Lesko & Corpus, 2006;Pronin et al, 2004;Steinberg et al, 2012) and the female gender (Kiefer & Sekaquaptewa, 2007;Rydell et al, 2009;Schmader, 2002;Wout et al, 2008) are expected to experience stronger performance decrements compared to women who less strongly identify with those domains. Additionally, women who believe that the stereotypes regarding women and mathematics are true (Schmader et al, 2004) and that mathematical ability is a stable and fixed characteristic (Aronson & Good, 2003) are purported to show stronger stereotype threat effects.…”

Section: Developmental Aspects Of Stereotype Threatmentioning

confidence: 99%

Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis

Flore

Wicherts

2015

Journal of School Psychology

321

215

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“…In contrast, high-SES participants' scores would be equal across conditions. These hypotheses were tested using two sets of orthogonal contrasts (Wout, Danso, Jackson, & Spencer, 2007). Experimental conditions were decomposed in two orthogonal contrasts (see Cohen, Cohen, West, & Aiken, 2003).…”

Section: Resultsmentioning

confidence: 99%

Deflecting Stereotype Threat Through Downward Comparison: When Comparison with Immigrants Boosts the Performance of Stigmatized Native Students

Konan

Chatard²,

Selimbegović³

et al. 2011

Soc Just Res

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Two experiments examined the effect of comparison with immigrants on the intellectual performance of stigmatized native students (i.e., women and students from low socioeconomic backgrounds). It was predicted that such a comparison may boost the test performance of both groups of students rather than comparison with their counterparts who are not stigmatized. In line with this hypothesis, we found that female European students (Study 1) performed better on a math test when they were led to compare with a female immigrant rather than with another female European student. Study 2 replicated this finding in regard to the performance of native students with low socioeconomic status on a general intelligence test. Results are discussed in terms of stereotype susceptibility predicaments and their implications for native-immigrant performance gaps

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The many faces of stereotype threat: Group- and self-threat

Cited by 69 publications

References 27 publications

Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation

Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation

Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis

Deflecting Stereotype Threat Through Downward Comparison: When Comparison with Immigrants Boosts the Performance of Stigmatized Native Students

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