Stereotype Threat and Women's Math Performance

Spencer, Steven J.; Steele, Claude M.; Quinn, Diane M.

doi:10.1006/jesp.1998.1373

Cited by 3,435Education, Achievement, and GiftednessSocial and Intergroup PsychologyCognitive and developmental aspects of mathematical skills

Stereotype Threat and Women's Math Performance

Spencer, Steven J., Steele, Claude M., Quinn, Diane M.·1999·Journal of Experimental Social Psychology

DOI 10.1006/jesp.1998.1373

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People's levels of motivation and compliance, as well as potential stereotype-threat, will affect their scores in cognitive tests.
“It is important to acknowledge that people's levels of motivation and compliance, as well as potential stereotype-threat (Croizet & Claire 1998; Spencer et al. 1999) will affect their scores in cognitive tests.”
From Reading for pleasure and progress in vocabulary and mathematics (2015) · cites this paper as Spencer et al. 1999
Mere awareness of gender stereotypes can influence youths' academic performance.
“Importantly, mere awareness of gender stereotypes can in fl uence youths ' academic performance.”
From Gender and Education (2015) · cites this paper as Spencer et al., 1999
When students are told that the test has never shown gender differences in the past, women perform as well as the men.
“In comparison, when students are told that the test has never shown gender differences in the past, women perform as well as the men (Spencer et al., 1999).”
From Gender and Education (2015) · cites this paper as Spencer et al., 1999
When college students are told that the math test they are taking has shown gender differences favoring men in the past, women perform worse than men.
“So, for example, when college students are told that the math test they are taking has shown gender differences favoring men in the past, women perform worse than men.”
From Gender and Education (2015) · cites this paper as Spencer et al., 1999
Cues to stereotype threat range from blatant exposure to gender stereotypes to subtle activation.
“Cues to stereotype threat can come in many forms ranging from more blatant and explicit exposure to gender stereotypes, such as telling participants that their experimenter is sexist or having them interact with a sexist man (Adams et al., 2006;Logel et al., 2009), to more subtle activation, such as simply asking someone to perform in a domain where there is a well-known stereotype”
From Managing to clear the air: Stereotype threat, women, and leadership (2016) · cites this paper as Spencer, Steele, & Quinn, 1999

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
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Authors: Spencer, S. J., Steele, C. M., & Quinn, D. M.
Affiliations: University of Waterloo (CA)
Stanford University (US)
University of Michigan (US)
ORCID: Spencer, Steven J.
Quinn, Diane M.
Venue: Journal of Experimental Social Psychology
Publisher: Elsevier BV
Published: 1999-01
Volume: 35
Issue: 1
Pages: 4-28
ISSN: 0022-1031 (ISSN-L)
DOI: 10.1006/jesp.1998.1373
OpenAlex: W2075382077
Cited by: 3,435
References: 4
Citations by year: 2026: 77 · 2025: 123 · 2024: 154 · 2023: 160 · 2022: 151 · 2021: 195 · 2020: 283 · 2019: 200 · 2018: 187 · 2017: 167 · 2016: 166 · 2015: 168 · 2014: 177 · 2013: 152 · 2012: 144
FWCI: 55.64
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Experimental Social Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords: stereotype threat, gender stereotypes, test anxiety, test difficulty

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Stereotype Threat and Women's Math Performance

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