Exploring the Moderating Role of Context on the Mathematics Performance of Females Under Stereotype Threat: A Meta-Analysis

Katherine Picho · Lauren Finnie

107 citations0/0 files storedThe Journal of Social Psychology

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Education, Achievement, and Giftedness Career Development and Diversity Social and Intergroup Psychology

Abstract

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.

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1992A power primer.2009Introduction to Meta‐Analysis 2021Introduction to Meta‐Analysis 1995Stereotype threat and the intellectual test performance of African Americans.1997A threat in the air: How stereotypes shape intellectual identity and performance.1968A Theory of Psychological Reactance 2013Handbook of Competence and Motivation 1999Stereotype Threat and Women's Math Performance

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