Despite all of the advancements women have made in the field of mathematics, the negative stereotype regarding women’s mathematical competence persists. Stereotype threat research demonstrates that the negative stereotype contributes to significant gender differences in attitudes, academic achievement, and educational and career attainment in math. The current longitudinal study focused on stereotype threat as an explanation for how a negative gender stereotype influences the mathematical performance of middle school girls in math in a single-sex setting. In particular, the study examines how the girls’ gender identification moderates the effects of stereotype threat. The results of the study indicate that stereotype threat does operate in a single-sex setting and that participants’ math performance varies significantly depending on their overall gender identification.
Twamley, Erin E., "The Role of Gender Identity on the Effects of Stereotype Threat: An Examination of Girls’ Math Performance in a Single-sex Classroom" (2009). Honors Projects. Paper 15.
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