Stereotype threat, gender and mathematics attainment: A conceptual replication of Stricker & Ward

Matthew Inglis and Steven O’Hagan

PLOS ONE, 2022, vol. 17, issue 5, 1-12

Abstract: Stereotype threat has been proposed as one cause of gender differences in post-compulsory mathematics participation. Danaher and Crandall argued, based on a study conducted by Stricker and Ward, that enquiring about a student’s gender after they had finished a test, rather than before, would reduce stereotype threat and therefore increase the attainment of women students. Making such a change, they argued, could lead to nearly 5000 more women receiving AP Calculus AB credit per year. We conducted a preregistered conceptual replication of Stricker and Ward’s study in the context of the UK Mathematics Trust’s Junior Mathematical Challenge, finding no evidence of this stereotype threat effect. We conclude that the ‘silver bullet’ intervention of relocating demographic questions on test answer sheets is unlikely to provide an effective solution to systemic gender inequalities in mathematics education.

Date: 2022
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0267699 (text/html)
https://journals.plos.org/plosone/article/file?id= ... 67699&type=printable (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0267699

DOI: 10.1371/journal.pone.0267699

Access Statistics for this article

More articles in PLOS ONE from Public Library of Science
Bibliographic data for series maintained by plosone ().