Understanding the Mechanisms Involved in the Stereotype Threat Effect for Women and Math Performance
 a symposium presentation by:
Dr. Jeff Aspelmeier, Emily LatimerBrittany Hiben & Alynn Gordon
RU Advisor: Dr. Jeffery Aspelmeier
Dr. Jeffery Aspelmeier ~ Center for Gender Studies 2011 ConferenceAbstract.   Studies of Stereotype Threat show that reminding women about stereotypes regarding women being poor at math causes math competent women to do more poorly on difficult math tasks. The Integrated Process Model (Schmader, Johns, & Forbes, 2008) suggest that stereotype threat is the result of the influence of self-control attempts that result from activation of the stereotype. The present study tests the hypothesis that taking away a person’s ability to exercise self-control will reduce the effects of stereotype threat.
Approximately 150 women were recruited from the Psychology Department participant pool at Radford University. After completing a measure of perceived math competence, randomly assigned groups completed either a writing task that depletes self-control resources or a control task. Next randomly assigned groups completed a series of math word problems after either being reminded of the stereotype or after getting a counter-stereotype message.
Among women exposed to stereotype threat, it is expected that women high Brittany Hiben, Emily Latimer & Dr. Aspelmeier ~ Center for Gender Studies 2011 Conference in math competence who have been depleted of self-control resources will correctly solve  more math problems than math competent women who have not been depleted. Among women who have not been exposed to stereotype threat, it is expected that math competent women who have been depleted of self-regulation resources will perform worse than women who have not been depleted.
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