The interference of stereotype threat with women's generation of mathematical problem-solving strategies
The interference of stereotype threat with women's generation of mathematical problem-solving strategies
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DOI：
10.1111/0022-4537.00201
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发表时间：
2001-03-01
影响因子：
3.9
通讯作者：
Spencer, SJ
中科院分区：
文献类型：
--
作者：
Quinn, DM;Spencer, SJ
在数学成绩的最高水平上，标准化数学测试中仍然存在有利于男性的性别差异。我们假设，刻板印象威胁会干扰女性制定解决问题策略的能力，从而降低女性的数学成绩。在研究一中，与男性相比，女性在应用题休息时的表现较差，但是当应用题转换成相应的数字时，女性和男性的表现相同。在研究 2 中，男性和女性在高刻板印象威胁或低刻板印象威胁的情况下解决难题。解决问题的策略被编码。当刻板印象威胁较高时，与刻板印象威胁降低时相比，女性制定解决问题策略的能力较差。讨论了刻板印象威胁对认知资源的影响以及对数学测试中性别差异的影响。
At the highest levels of math achievement, gender differences in favor of men persist on standardized math tests. We hypothesize that stereotype threat depresses women's math performance through interfering with their ability to formulate problem-solving strategies. In Study I, women underperformed in comparison to men on a word problem rest, however women and men performed equally when the word problems were converted into their numerical equivalents. In Study 2, men and women worked on difficult problems, either in a high- or reduced-stereotype-threat condition. Problem-solving strategies were coded. When stereotype threat was high, women were less able to formulate problem-solving strategies than when stereotype threat was reduced. The effect of stereotype threat on cognitive resources and the implications for gender differences in mathematical testing are discussed.