A burden of proof: Stereotype relevance and gender differences in math performance.

Abstract

Three studies explored gender differences in mathematics performance by investigating the possibility that men and women have different concerns when they take standardized math tests, and that when these gender-specific performance concerns are made relevant, performance may suffer. Results of 3 studies supported these hypotheses. In Study 1, women who believed a math test would indicate whether they were especially weak in math performed worse on the test than did women who believed it would indicate whether they were exceptionally strong. Men, however, demonstrated the opposite pattern, performing worse on the ostensible test of exceptional abilities. Studies 2 and 3 further showed that if these gender-specific performance concerns are alleviated by an external handicap, performance increases. Traditional interpretations of male-female differences on standardized math tests are discussed in light of these results.

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   Steele, Claude M., Spencer, Steven J., Aronson, Joshua · 2002 · Advances in Experimental Social Psychology
3. Performance in competitive environments: gender differences
   Gneezy, U., Niederle, M., Rustichini, A. · 2003 · The Quarterly Journal of Economics
4. Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.
   Nguyen, Hannah-Hanh D., Ryan, Ann Marie · 2008 · Journal of Applied Psychology
5. A threatening intellectual environment: why females are susceptible to experiencing problem-solving deficits in the presence of males
   Inzlicht, Michael, Ben-Zeev, Talia · 2000 · Psychological Science

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