Stereotype threat and math test performance of undergraduate females

Cathe Connor Lester, University of Texas at El Paso


Recent research has elicited stereotype threat and performance decrements by varying the gender composition of small groups. The current study sought to replicate and extend the latter finding. Sixty-six female undergraduates were randomly assigned to either a stereotype threat condition (one woman seated with two men) or a control condition (three women seated together). Participants were administered a difficult math test comprised of SAT type problem solving questions and an easy math test comprised of 2- and 3-digit multiplication and division questions. A behavioral measure of anxiety was also administered. There were no significant differences between women in the stereotype threat condition and women in the control group in the number of questions answered correctly on either the problem solving test or the computational test. Additionally, there were no significant differences between the groups in anxiety level. The current findings highlight the need for further research on the manipulation and consequences of stereotype threat. ^

Subject Area

Education, Mathematics|Psychology, Behavioral|Women's Studies|Education, Educational Psychology

Recommended Citation

Lester, Cathe Connor, "Stereotype threat and math test performance of undergraduate females" (2006). ETD Collection for University of Texas, El Paso. AAI3242124.