Connecticut Institute for Clinical and Translational Science, University of Connecticut Health Center, Department of Research Design, Epidemiology & Biostatistics, 263 Farmington Ave., MC 6233, Farmington, CT 06030, USA.
J Soc Psychol. 2013 May-Jun;153(3):299-333. doi: 10.1080/00224545.2012.737380.
The current meta-analysis synthesized 17 years of research on stereotype threat (ST). Specifically, it examined the moderating effect of contextual factors on ST. Findings revealed that, on average, females in ST conditions performed less well on mathematics tests than their control counterparts (d =|10.24|). Results also showed that females did not benefit more from female-only testing situations, or testing contexts where they formed the majority. Nevertheless, the trend in ST effects differed by broader contextual factors like geography and level of education, with females in countries with small gender-gaps showing better performance under ST conditions, and ST effects being greater for students in middle and high school compared to college students.
当前的荟萃分析综合了 17 年来关于刻板印象威胁 (ST) 的研究。具体来说，它考察了情境因素对 ST 的调节作用。研究结果表明，平均而言，处于 ST 情境下的女性在数学测试中的表现逊于对照组（d=|10.24|）。结果还表明，女性并没有从仅限女性的测试环境或她们占多数的测试环境中获得更多收益。然而，ST 效应的趋势因更广泛的情境因素而有所不同，例如地理位置和教育水平，在性别差距较小的国家，女性在 ST 条件下的表现更好，而对于中学生和高中生来说，ST 效应比大学生更大。
