“You throw like a girl:” The effect of stereotype threat on women's athletic performance and gender stereotypes

Hively, Kimberly; El-Alayli, Amani

doi:10.1016/j.psychsport.2013.09.001

Cited by 94 publications

(55 citation statements)

References 28 publications

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“…Again, this is assumed to be the result of the prevailing stereotypical belief that women in general are worse than men in athletic and technical domains compared to "psychology"-related domains. Similar performance-hindering effects for females have also been found in golf (Stone & McWhinnie, 2008), basketball (Hively & El-Alayli, 2014;Laurin, 2013), and tennis (Hively & El-Alayli, 2014). In the following section we will turn to factors that contribute to such performance-hindering effects and how they might be diminished by the activation of positive identities.…”

Section: Stereotype Threat Effects In Sportssupporting

confidence: 52%

“…For example, early studies investigating stereotype threat effects in sports asked African-American and White American participants to perform a golf putting task (Stone, Lynch, Sjomeling, & Darley, 1999 & El-Alayli, 2014). In the following section we will turn to factors that contribute to such performance-hindering effects and how they might be diminished by the activation of positive identities.…”

Section: Stereotype Threat Effects In Sportsmentioning

confidence: 99%

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Dealing With Negative Stereotypes in Sports: The Role of Cognitive Anxiety When Multiple Identities Are Activated in Sensorimotor Tasks

Martiny

Gleibs

Parks‐Stamm

et al. 2015

Journal of Sport and Exercise Psychology

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LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website.This document is the author's final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher's version if you wish to cite from it. Based on research on stereotype threat and multiple identities, this work explores the beneficial effects of activating a positive social identity when a negative identity is salient on women's performance in sports. Further, in line with research on the effects of anxiety in sports, we investigate whether the activation of a positive social identity buffers performance from cognitive anxiety associated with a negative stereotype. Two experiments tested these predictions in field settings. Experiment 1 (N = 83) shows that the simultaneous activation of a positive (i.e., member of a soccer team) and a negative social identity (i.e., woman) led to better performance than the activation of only a negative social identity for female soccer players. Experiment 2 (N = 46) demonstrates that identity condition moderated the effect of cognitive anxiety on performance for female basketball players. Results are discussed concerning multiple identities' potential for dealing with stressful situations. STEREOTYPE THREAT AND MULTIPLE IDENTITIES IN SPORTS Word count abstract: 148Word count text: 7654 . In the present work we extend previous research by combining theories on stereotype threat and multiple social identities to predict outcomes in sensorimotor tasks. We investigate the consequences of the simultaneous activation of multiple social identities compared to the activation of only one (negative) social identity on females' performance in complex sensorimotor coordination tasks (e.g., soccer dribbling and basketball shooting).Additionally, we examine the role of cognitive and somatic anxiety in the classic stereotype threat situation compared to one in which also a positive identity is activated. We argue that whereas cognitive anxiety negatively affects performance in the classic stereotype threat condition, this relationship disappears when a positive social identity is also made salient. Multiple Identities and Stereotype Threat STEREOTYPE THREAT AND MULTIPLE IDENTITIES IN SPORTS 4The fact that every person belongs to a variety of different groups and thus possesses multiple social identities (e.g., being a woman, a mother, a researcher, a psychologist, and a soccer player) was often overlooked in early stereo...

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Section: Stereotype Threat Effects In Sportssupporting

confidence: 52%

Section: Stereotype Threat Effects In Sportsmentioning

confidence: 99%

Dealing With Negative Stereotypes in Sports: The Role of Cognitive Anxiety When Multiple Identities Are Activated in Sensorimotor Tasks

Martiny

Gleibs

Parks‐Stamm

et al. 2015

Journal of Sport and Exercise Psychology

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“…One of the most important values in modern Western societies is the freedom to individually choose a lifestyle, and shape and recognize different desires and aspirations (Hively, El-Alayli, 2014;Jakubowska, 2009Jakubowska, , 2015. Women make these choices and take on various challenges, also in the field of sport.…”

Section: Discussionmentioning

confidence: 99%

The Conditions of Practicing Association Football by Women

Zdunek¹,

Nowak

2018

Central European Journal of Sport Sciences and Medicine

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The aim of the work was to learn about the conditions of practicing football by women and to determine positive effects and negative stereotypes accompanying this discipline, the basis being the opinions of female players, as well as student selfgovernment representatives. The study was conducted among 100 Polish female footballers from Exstraliga, 1st League and 2nd League, along with 31 members of student self-governments, representing all physical education universities in Poland. The diagnostic survey method was employed and the techniques of questionnaire, interview and participatory observation were used. For the statistical inference frequency of characteristics, the chi-square test of independence and multiple correspondence analysis were applied. The analyzes confirmed a significant correlation between the recognition of benefits of playing football by women, the perception of the functioning of negative stereotypes and the sporting level of the groups distinguished. The 2nd and 1st League players associated practicing football with the possibilities for developing their personality traits, physical fitness and health, and promoting the discipline (in each case p ≤ 0.05). All the footballers emphasized the risk of injury. The Extraliga players most often felt the stereotypical perception of female footballers as non-heterosexual (p ≤ 0.05). Attribution of nonheterosexuality to female footballers was confirmed by self-government activists (p ≤ 0.05). Women who played football showed a high tolerance toward non-heterosexual people. The Extraliga players were characterized by the highest tolerance (p ≤ 0.05). CPEU activists represented stereotypical views on the selection of typically feminine sports. Among ten disciplines suitable for women, they did not list women's football. There is an urgent need for public education to combat negative stereotypes concerning women practicing traditional male sports disciplines, as well as for tolerance toward people of a different sexual orientation.

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“…While the importance of embedding critical inquiry approaches in physical and sport education is far from new (Laker, 2002;Tinning, 2002), the continuation of higher rates of attrition from physical education, physical activity and sport of female adolescents in comparison with their male peers reinforces the need for critical inquiry approaches to be a key strategy for student engagement within the new AC:HPE curriculum (Australian Curriculum Assessment and Reporting Authority, 2013). As the literature has identified that cultural and social factors impact significantly on adolescent sport participation (see for example Hively & El-Alayli, 2014;Slater & Tiggemann, 2010;Slater & Tiggemann, 2011), critical inquiry approaches may offer a vehicle for engaging students in critically analysing their own and other's beliefs, behaviours, and practices in relation to the ways in which sport and physical activity participation is highly gendered.…”

Section: Introductionmentioning

confidence: 99%

Embedding a critical inquiry approach across the AC:HPE to support adolescent girls in participating in traditionally masculinised sport

Bevan¹,

Fane²

2017

LCJ

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Comparison rates between adolescent boys' and girls' sport involvement highlights the significant rate of adolescent girls' cessation of sport participation during their high school years. Despite adolescent girls' lower rates of participation in sport, Traditionally Masculinised Sports (TMS) have witnessed the highest uptake of female sport participation in comparison with traditionally feminised sports and gender neutral sports. With TMS becoming an increasingly popular option for women and girls' sport participation, the expansion of opportunities for women and girls to participate in TMS may offer new avenues for increasing the rate of female sport participation during adolescence. As schools are a setting in which adolescents spend a significant amount of their time, and whose curricular mandate is to engage young people in sport and physical activity, investigation into high school settings and their impact on female sport participation in TMS is timely.

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“You throw like a girl:” The effect of stereotype threat on women's athletic performance and gender stereotypes

Cited by 94 publications

References 28 publications

Dealing With Negative Stereotypes in Sports: The Role of Cognitive Anxiety When Multiple Identities Are Activated in Sensorimotor Tasks

Dealing With Negative Stereotypes in Sports: The Role of Cognitive Anxiety When Multiple Identities Are Activated in Sensorimotor Tasks

The Conditions of Practicing Association Football by Women

Embedding a critical inquiry approach across the AC:HPE to support adolescent girls in participating in traditionally masculinised sport

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