Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis

Flore, Paulette C.; Wicherts, Jelte M.

doi:10.1016/j.jsp.2014.10.002

Cited by 410Education, Achievement, and GiftednessSocial and Intergroup PsychologyCareer Development and Diversity

Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis

Flore, Paulette C., Wicherts, Jelte M.·2015·Journal of School Psychology

DOI 10.1016/j.jsp.2014.10.002

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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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Authors: Flore, P. C., & Wicherts, J. M.
Affiliations: Tilburg University (NL)
Corresponding author: Flore, Paulette C.
ORCID: Wicherts, Jelte M.
Venue: Journal of School Psychology
Publisher: Elsevier BV
Published: 2015-02
Volume: 53
Issue: 1
Pages: 25-44
ISSN: 0022-4405 (ISSN-L)
DOI: 10.1016/j.jsp.2014.10.002
OpenAlex: W2025815442
Cited by: 410
References: 166
Citations by year: 2026: 37 · 2025: 32 · 2024: 19 · 2023: 24 · 2022: 34 · 2021: 46 · 2020: 75 · 2019: 53 · 2018: 38 · 2017: 32 · 2016: 11 · 2015: 5 · 2012: 2
FWCI: 2.17
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of School Psychology (publishedVersion)
Research portal (Tilburg University) (publishedVersion)
PubMed (publishedVersion)
Data Archiving and Networked Services (DANS) (submittedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Social Sciences › Safety Research › Career Development and Diversity
Keywords: stereotype threat, girls, mathematics achievement, science performance, spatial ability, gender stereotypes, children and adolescents, publication bias, gender equality, test difficulty
MeSH terms: Achievement, Adolescent, Female, Gender Identity, Humans, Mathematics, Stereotyping

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Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis

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