| dc.description.abstract | While women have closed the gender gap in many science and engineering fields,
math-intensive fields continue to lack representation of women. One potential cause is
stereotype threat. Previous research has shown that the presentation of negative
stereotypes regarding women and math can negatively influence women’s math
performance and intent to pursue math-related careers. The present research further
examined the impact of stereotype threat on women in regards to mathematics
performance, major and career choice, and intentions to seek tutoring. The study builds
on previous research by manipulating stereotype threat both explicitly and implicitly. In
addition, the moderating role of stigma consciousness (awareness of stereotypes) and
feedback post-math-performance was examined. It was expected that women’s math
performance and likelihood of pursuing a math-related major and/or career would
decrease when presented with stereotypes both explicitly and implicitly. It was also
expected that stigma consciousness and negative feedback would strengthen the negative
effect of stereotype threat for women. Participants consisted of 116 female undergraduate
students from the University of Wisconsin Oshkosh. Participants were randomly assigned
to one of three conditions: explicit stereotype threat, implicit stereotype threat, or low
threat. Following manipulation of stereotype threat, participants completed a math test
and were given randomly assigned feedback (either positive or negative). Finally,
participants filled out questionnaires regarding their level of awareness of stigmas related
to them, their comfort in pursuing a major and/or career in a math-intensive field, and
their intentions to seek math-related tutoring. In the present research, stereotype threat did
not impact math performance, choosing a math-intensive major, or tutoring. Stereotype
threat did negatively impact women’s comfort in choosing a math-intensive career. When
presented with an implicit and explicit stereotype threat, women reported low levels of
comfort towards choosing a math-intensive career. However, stigma consciousness and
negative feedback did not intensify the effect. The current study’s findings were
inconsistent with literature showing how stereotype threat negatively impacts women’s
math performance. However, they were consistent with research demonstrating the
negative impact stereotype threat can have in terms of women’s career-related choices.
Results from this study have implications for women intending to pursue a life in a mathintensive
field, grade school educators, and college educators. Understanding how
stereotypes and negative feedback can affect women and deter them from pursuing a
career or major in a math-intensive field, is one step in solving the issue. | en |
