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Inglis M, O’Hagan S. Stereotype threat, gender and mathematics attainment: A conceptual replication of Stricker & Ward. PLoS One 2022; 17:e0267699. [PMID: 35622813 PMCID: PMC9140291 DOI: 10.1371/journal.pone.0267699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 04/14/2022] [Indexed: 11/24/2022] Open
Abstract
Stereotype threat has been proposed as one cause of gender differences in post-compulsory mathematics participation. Danaher and Crandall argued, based on a study conducted by Stricker and Ward, that enquiring about a student’s gender after they had finished a test, rather than before, would reduce stereotype threat and therefore increase the attainment of women students. Making such a change, they argued, could lead to nearly 5000 more women receiving AP Calculus AB credit per year. We conducted a preregistered conceptual replication of Stricker and Ward’s study in the context of the UK Mathematics Trust’s Junior Mathematical Challenge, finding no evidence of this stereotype threat effect. We conclude that the ‘silver bullet’ intervention of relocating demographic questions on test answer sheets is unlikely to provide an effective solution to systemic gender inequalities in mathematics education.
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Affiliation(s)
- Matthew Inglis
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
| | - Steven O’Hagan
- School of Mathematics, University of Edinburgh, Edinburgh, United Kingdom
- * E-mail:
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Kim JS, Kehle TJ, Bray MA, Trudel SM, Fitzmaurice B, Bray A, Del Campo M, DeMaio E. Using self-affirmations to improve achievement in fourth-grade students. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02697-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Measuring Preservice Teachers’ Anticipated Teacher–Student Relationship Quality. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021. [DOI: 10.1177/07342829211039410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The current study aimed to develop a measure of anticipated teacher–student relationship quality to be used with preservice teacher populations that is operationally similar to a measure commonly used with inservice teachers (i.e., short-form of the Student–Teacher Relationship Scale). To date, teacher–student relationship quality has been a construct studied solely with inservice teacher populations. Two hundred and thirteen preservice teachers participated in the current study. Results suggest that the developed measure of anticipated teacher–student relationship with preservice teachers demonstrated response trends similar to the measure used with inservice teachers except that preservice teachers anticipate more conflict with future students than inservice teachers report with current students. Additionally, results show the developed measure fits the two factor structure of the original scale and exhibits concurrent validity via associations with teacher self-efficacy beliefs. Implications for measuring anticipated teacher–student relationship quality within teacher education programs and future directions for research are discussed.
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Flore PC, Mulder J, Wicherts JM. The influence of gender stereotype threat on mathematics test scores of Dutch high school students: a registered report. ACTA ACUST UNITED AC 2019. [DOI: 10.1080/23743603.2018.1559647] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Paulette C. Flore
- Department of Methodology and Statistics, Tilburg University, Tilburg, The Netherlands
| | - Joris Mulder
- Department of Methodology and Statistics, Tilburg University, Tilburg, The Netherlands
| | - Jelte M. Wicherts
- Department of Methodology and Statistics, Tilburg University, Tilburg, The Netherlands
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Desombre C, Jury M, Bagès C, Brasselet C. The distinct effect of multiple sources of stereotype threat. The Journal of Social Psychology 2018; 159:628-641. [PMID: 30458677 DOI: 10.1080/00224545.2018.1544540] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Stereotype threat (ST) refers to the risk of confirming a negative stereotype about one's group. Distinct forms of ST can be elicited based on both the target and the source of the threat. Here, we focused on how peculiar ST sources distinctly impact performance for individuals who face self-based threats. More particularly, we hypothesized that the decrease in performance would be stronger for individuals who face a self-concept threat (triggered by a private self-evaluation) in comparison with those who face an own-reputation threat (triggered by a public evaluation). In two studies, participants were randomly assigned to one of the following experimental conditions: control, self-concept, or own-reputation threat. Results confirmed the hypothesis by showing that participants in the control condition perform better than those in the own-reputation threat condition, who performed better than those in the self-concept threat condition. The contributions of this work as well as the limitations are discussed.
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Affiliation(s)
- Caroline Desombre
- Ecole Supérieure du Professorat et de l'Education Lille Nord de France.,PSITEC Psychologie : Interactions, Temps, Émotions, Cognition , Lille , France
| | - Mickaël Jury
- Ecole Supérieure du Professorat et de l'Education Lille Nord de France.,PSITEC Psychologie : Interactions, Temps, Émotions, Cognition , Lille , France
| | - Céline Bagès
- PSITEC Psychologie : Interactions, Temps, Émotions, Cognition , Lille , France
| | - Célénie Brasselet
- Ecole Supérieure du Professorat et de l'Education Lille Nord de France.,PSITEC Psychologie : Interactions, Temps, Émotions, Cognition , Lille , France
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Construction and Evaluation of an Instrument to Measure Content Knowledge in Biology: The CK-IBI. EDUCATION SCIENCES 2018. [DOI: 10.3390/educsci8030145] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The teaching process is well described as an interaction between teacher, student, and content. Thus, it seems obvious that teachers must know the content to help students to learn it. Instruments have been developed to measure teachers’ content knowledge (CK) in biology, but few of them have been provided to the scientific community. Furthermore, most of them have a topic-specific approach, so there is a need for a more comprehensive measure. In efforts to meet this need we have developed an instrument called the CK in biology inventory (CK-IBI), which has a broader scope than previously published instruments and covers knowledge of five biological disciplines (i.e., ecology, evolution, genetics and microbiology, morphology, and physiology). More than 700 pre-service biology teachers were enrolled to participate in tests to assess the instrument’s objectivity, reliability, and validity in two cross-sectional evaluations. Item and scale analyses as well as validity checks indicate that the final version of the CK-IBI (37 items; Cronbach’s α = 0.83) can be scored objectively, is unidimensional, reliable, and validly measures pre-service biology teachers’ CK. As the instrument was used in a German context, it has been translated into English to enable its scrutiny and use by international communities.
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Edwards OW, McKinzie Bennett C, Johnson B. School Consultation to Counter Stereotype Threat. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1482218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Affiliation(s)
- Oliver W. Edwards
- Department of Child, Family & Community Sciences, University of Central Florida, Orlando, Florida, USA
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Weber S, Kronberger N, Appel M. Immigrant students’ educational trajectories: The influence of cultural identity and stereotype threat. SELF AND IDENTITY 2017. [DOI: 10.1080/15298868.2017.1380696] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Silvana Weber
- Human Sciences, Julius-Maximilians-University Würzburg, Würzburg, Germany
| | - Nicole Kronberger
- Department of Education and Psychology, Johannes Kepler University of Linz, Linz, Austria
| | - Markus Appel
- Human Sciences, Julius-Maximilians-University Würzburg, Würzburg, Germany
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Smith LV, Cokley K. Stereotype Threat Vulnerability. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 2017. [DOI: 10.1177/0748175615625752] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. J Sch Psychol 2014; 53:25-44. [PMID: 25636259 DOI: 10.1016/j.jsp.2014.10.002] [Citation(s) in RCA: 215] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2013] [Revised: 10/24/2014] [Accepted: 10/25/2014] [Indexed: 12/20/2022]
Abstract
Although the effect of stereotype threat concerning women and mathematics has been subject to various systematic reviews, none of them have been performed on the sub-population of children and adolescents. In this meta-analysis we estimated the effects of stereotype threat on performance of girls on math, science and spatial skills (MSSS) tests. Moreover, we studied publication bias and four moderators: test difficulty, presence of boys, gender equality within countries, and the type of control group that was used in the studies. We selected study samples when the study included girls, samples had a mean age below 18years, the design was (quasi-)experimental, the stereotype threat manipulation was administered between-subjects, and the dependent variable was a MSSS test related to a gender stereotype favoring boys. To analyze the 47 effect sizes, we used random effects and mixed effects models. The estimated mean effect size equaled -0.22 and significantly differed from 0. None of the moderator variables was significant; however, there were several signs for the presence of publication bias. We conclude that publication bias might seriously distort the literature on the effects of stereotype threat among schoolgirls. We propose a large replication study to provide a less biased effect size estimate.
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Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking. EDUCATIONAL PSYCHOLOGY REVIEW 2012. [DOI: 10.1007/s10648-012-9200-4] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Jordan AH, Lovett BJ, Sweeton JL. The Social Psychology of Black-White Interracial Interactions: Implications for Culturally Competent Clinical Practice. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2012. [DOI: 10.1002/j.2161-1912.2012.00013.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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