Do High-Achieving Female Students Underperform in Private?: The Implications of Threatening Environments on Intellectual Processing.

• Michael Inzlicht ^[1] ; Talia Ben-Zeev ^[2]
  1. [1] University of Toronto

     University of Toronto

     Canadá

     
  2. [2] San Francisco State University

     San Francisco State University

     Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 796-805
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.796
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• Dialnet Métricas: 1 Cita
• Resumen

  • Stereotype threat research has demonstrated that stereotypes can harm student performance in the face of public evaluation by peers or an experimenter. The current study examined whether stereotypes can also threaten in private settings. Female students completed a math test in 3-person groups, which consisted of either 2 other women (same gender) or 2 men (minority). In addition, students either believed their performance would be broadcasted to their peers (public) or not (private). Results revealed that minority students performed worse than same-gender students in both public and private environments. This finding supports the concept of threatening intellectual environments and shows how far reaching the effects of stereotypes can be. The authors discuss these findings in relation to research on tokenism and to stereotype threat and its educational implications. (PsycINFO Database Record (c) 2016 APA, all rights reserved)