Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign.
Dev Psychol. 2013 Oct;49(10):1886-97. doi: 10.1037/a0031412. Epub 2013 Jan 28.
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects during childhood and adolescence. Three activation methods were used, ranging from implicit to explicit. Across studies, we found no evidence that the mathematics performance of school-age girls was impacted by stereotype threat. In 2 of the studies, there were gender differences on the mathematics assessment regardless of whether stereotype threat was activated. Potential reasons for these findings are discussed, including the possibility that stereotype threat effects only occur in very specific circumstances or that they are in fact occurring all the time. We also address the possibility that the literature regarding stereotype threat in children is subject to publication bias.
刻板印象威胁被认为是高绩效学生标准化数学测试表现性别差异的一个潜在解释。目前，尚不完全清楚易感性如何发展到刻板印象威胁，因为整个学年的刻板印象威胁效应的实证证据并不一致。在一系列 3 项研究中，共有 931 名学生参与，我们研究了儿童和青少年时期的刻板印象威胁效应。使用了 3 种激活方法，从内隐到外显。在所有研究中，我们没有发现学校年龄女孩的数学表现受到刻板印象威胁的影响。在其中 2 项研究中，无论是否激活刻板印象威胁，数学评估都存在性别差异。讨论了这些发现的潜在原因，包括刻板印象威胁效应仅在非常特定的情况下发生的可能性，或者它们实际上一直在发生的可能性。我们还探讨了有关儿童刻板印象威胁的文献是否存在发表偏差的可能性。
