Can stereotype threat explain the gender gap in mathematics performance and achievement?

Stoet, G. and Geary, D.C. (2012) Can stereotype threat explain the gender gap in mathematics performance and achievement? Review of General Psychology, 16(1), pp. 93-102. (doi: 10.1037/a0026617)

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Abstract

Men and women score similarly in most areas of mathematics, but a gap favoring men is consistently found at the high end of performance. One explanation for this gap, stereotype threat, was first proposed by Spencer, Steele, and Quinn (1999) and has received much attention. We discuss merits and shortcomings of this study and review replication attempts. Only 55% of the articles with experimental designs that could have replicated the original results did so. But half of these were confounded by statistical adjustment of preexisting mathematics exam scores. Of the unconfounded experiments, only 30% replicated the original. A meta-analysis of these effects confirmed that only the group of studies with adjusted mathematics scores displayed the stereotype threat effect. We conclude that although stereotype threat may affect some women, the existing state of knowledge does not support the current level of enthusiasm for this as a mechanism underlying the gender gap in mathematics. We argue there are many reasons to close this gap, and that too much weight on the stereotype explanation may hamper research and implementation of effective interventions.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Stoet, Dr Gijsbert
Authors: Stoet, G., and Geary, D.C.
College/School:College of Social Sciences > School of Education > Interdisciplinary Science Education Technologies and Learning
Journal Name:Review of General Psychology
ISSN:1089-2680
ISSN (Online):1939-1552
Published Online:16 January 2012

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