The influence of gender stereotype threat on mathematics test scores of Dutch high school students: a registered report

The Impact of Math-Gender Stereotypes on Students' Academic Performance: Evidence from China

This study investigates the impact of math-gender stereotypes on students' academic performance using data from the China Education Panel Survey (CEPS), which surveyed nationally representative middle schools in China. Our sample comprises over 2000 seventh-grade students, with an average age of 13 and a standard deviation of 0.711. Among these students, 52.4% are male, and 47.6% are female. Employing a fixed effects model and instrumental variable, our findings are as follows. First, over half of the male students believe that boys are better at math than girls, and they also perceive that their parents and society hold the same belief. In contrast, fewer than half of the female students hold this belief or perception. Intriguingly, among these students, female math performance surpasses that of males. Second, stereotypes hinder female math performance, especially among low-achieving ones, while benefiting high-achieving male students. Finally, perceptions of societal stereotypes have the greatest effect on math performance, followed by self-stereotypes and perceptions of parental stereotypes. Understanding the implications of these findings highlights the importance of addressing math-gender stereotypes to promote equal participation and success for both genders in STEM fields.

Protocol for a meta-analysis of stereotype threat in African Americans

Stereotype threat is a well-known construct in psychology wherein individuals who belong to a negatively stereotyped demographic group underperform on cognitive or academic tasks due to the detrimental effects of a stereotype. Many psychologists have suggested that stereotype threat may be one of the reasons that some demographic groups are underrepresented in advanced academic programs and STEM fields. However, others have raised concerns about the quality of the stereotype threat research, suggesting that its apparent effects are inflated and that the phenomenon may be an illusion of questionable research practices and publication bias. The purpose of this proposed meta-analysis is to evaluate the existence of stereotype threat by (1) identifying the average effect size of stereotype threat studies in different types of studies, (2), investigating whether publication bias and p-hacking are present in the empirical research on stereotype threat, (3) testing for the influence of theoretical and methodological moderators, (4) assessing the overall quality of the research on stereotype threat, (5) and identifying the average effect in the methodologically strongest studies. This meta-analysis will be limited to studies that report data from African Americans because this population is a theoretically important group in stereotype threat research, and the size of score gaps between the African American and non-stereotyped populations in the United States should make the stereotype threat effect easiest to detect.

Randomised Controlled Trial of Self-Affirmation Intervention on Students' Academic Performance: Promising Impacts on Students from Migrant Hukou Status

Purpose

Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon.

Patients and Methods

A field experiment was conducted at a comprehensive secondary school in the southern region of China. Our study sample comprised 1534 immigrant students from diverse regions across the country, with an average proportion of 59.6% of students registered with a rural hukou. The hukou system plays a pivotal role in measuring social class in China, thus it was used as a proxy for lower and higher social class, with rural hukou students considered to be lower-class and urban hukou students considered to be higher-class. Prior to the English test, students in the self-affirmed group were engaged in a brief writing exercise that focused on their core values, whereas the control group wrote about a neutral topic.

Results

The primary outcome of interest was the effect of self-affirmation on English test scores, whereas the secondary outcome was the students' survey stereotype threat. The results exhibit that self-affirmation more significantly improved the English test performance of lower-class students compared to higher-class students, and this positive effect was mediated by reducing stereotype threat.

Conclusion

Our findings unravel the impact of self-affirmation on the academic performance of migrant students from different social classes and signify the mediating role of stereotype threat in this process. The present study extends previous findings to students from immigrant families in the Chinese cultural context, and these findings demonstrate that self-affirmation can constitute a promising intervention for stereotype threat and achievement gaps due to social class differences in immigrant family groups. Considering that this intervention takes only about 15 minutes of time, entails almost zero cost, does no harm, and that it focuses on disadvantaged immigrant students, it may provide valuable insights for educational policies to be implemented in a new type of migrant city such as Shenzhen.

Are Speeded Tests Unfair? Modeling the Impact of Time Limits on the Gender Gap in Mathematics

When cognitive and educational tests are administered under time limits, tests may become speeded and this may affect the reliability and validity of the resulting test scores. Prior research has shown that time limits may create or enlarge gender gaps in cognitive and academic testing. On average, women complete fewer items than men when a test is administered with a strict time limit, whereas gender gaps are frequently reduced when time limits are relaxed. In this study, we propose that gender differences in test strategy might inflate gender gaps favoring men, and relate test strategy to stereotype threat effects under which women underperform due to the pressure of negative stereotypes about their performance. First, we applied a Bayesian two-dimensional item response theory (IRT) model to data obtained from two registered reports that investigated stereotype threat in mathematics, and estimated the latent correlation between underlying test strategy (here, completion factor, a proxy for working speed) and mathematics ability. Second, we tested the gender gap and assessed potential effects of stereotype threat on female test performance. We found a positive correlation between the completion factor and mathematics ability, such that more able participants dropped out later in the test. We did not observe a stereotype threat effect but found larger gender differences on the latent completion factor than on latent mathematical ability, suggesting that test strategies affect the gender gap in timed mathematics performance. We argue that if the effect of time limits on tests is not taken into account, this may lead to test unfairness and biased group comparisons, and urge researchers to consider these effects in either their analyses or study planning.

Gender gaps in Mathematics and Language: The bias of competitive achievement tests

This research paper examines the extent to which high-stakes competitive tests affect gender gaps in standardized tests of Mathematics and Language. To this end, we estimate models that predict students' results in two national standardized tests: a test that does not affect students' educational trajectory, and a second test that determines access to the most selective universities in Chile. We used data from different gender twins who took these tests. This strategy allows us to control, through household fixed effects, the observed and unobserved household characteristics. Our results show that competitive tests negatively affect women. In Mathematics, according to both tests, there is a gender gap in favor of men, which increases in the university entrance exam, especially for high-performance students. As the literature review shows, women are negatively stereotyped in Mathematics, so this stereotype threat could penalize high-achieving women, that is, those that go against the stereotype. In Language tests, women outperform men in the standardized test taken in high school, but the situation is reversed in the university entrance exam. From our analysis of Chilean national data, we find no evidence that the gender effect observed in the competitive test depends on the students' achievement level. Following the literature, this gender gap may be linked to women's risk aversion, lower self-confidence, lower preference for competition, as well as the effect of answering a test under time pressure.

The Emotional Rewards of Prosocial Spending Are Robust and Replicable in Large Samples

Past studies show that spending money on other people— prosocial spending—increases a person’s happiness. However, foundational research on this topic was conducted prior to psychology’s credibility revolution (or “replication crisis”), so it is essential to ask whether the evidence supporting this claim is robust and replicable. Here, we consider all 15 published preregistered experiments on prosocial spending to evaluate whether there is causal evidence for the idea that spending money on other people promotes happiness. Although the evidence appears somewhat mixed, we argue that the emotional benefits of prosocial spending are robust and replicable in large samples. These benefits are particularly likely when people have some choice about whether or how to give and when they understand how their generosity makes a difference. This review provides renewed support for the idea that prosocial spending promotes happiness and offers a template for revisiting phenomena that were established prior to the credibility revolution.

Reckoning With Our Crisis: An Agenda for the Field of Social and Personality Psychology

The replication crisis and credibility revolution in the 2010s brought a wave of doubts about the credibility of social and personality psychology. We argue that as a field, we must reckon with the concerns brought to light during this critical decade. How the field responds to this crisis will reveal our commitment to self-correction. If we do not take the steps necessary to address our problems and simply declare the crisis to be over or the problems to be fixed without evidence, we risk further undermining our credibility. To fully reckon with this crisis, we must empirically assess the state of the field to take stock of how credible our science actually is and whether it is improving. We propose an agenda for metascientific research, and we review approaches to empirically evaluate and track where we are as a field (e.g., analyzing the published literature, surveying researchers). We describe one such project (Surveying the Past and Present State of Published Studies in Social and Personality Psychology) underway in our research group. Empirical evidence about the state of our field is necessary if we are to take self-correction seriously and if we hope to avert future crises.

Bayesian Testing of Scientific Expectations under Multivariate Normal Linear Models

The multivariate normal linear model is one of the most widely employed models for statistical inference in applied research. Special cases include (multivariate) t testing, (M)AN(C)OVA, (multivariate) multiple regression, and repeated measures analysis. Statistical criteria for a model selection problem where models may have equality as well as order constraints on the model parameters based on scientific expectations are limited however. This paper presents a default Bayes factor for this inference problem using fractional Bayes methodology. Group specific fractions are used to properly control prior information. Furthermore the fractional prior is centered on the boundary of the constrained space to properly evaluate order-constrained models. The criterion enjoys various important properties under a broad set of testing problems. The methodology is readily usable via the R package 'BFpack'. Applications from the social and medical sciences are provided to illustrate the methodology.

Samantha Green vs. Peter Stevens: Reversed Gender Stereotype Threat in Online Chess

Previous studies have shown that exposure to gender stereotypes has a detrimental impact on women’s performance. In chess, it has been demonstrated that the performance level of women is negatively influenced when they are exposed to negative stereotypes about their ability to play chess. However, it is still largely unclear whether the influence of a negative stereotype of women’s ability to play chess is only limited to their level of performance, or whether it could also affect their opponent’s performance. The present study investigated this reversed stereotype threat in online chess playing an unrated game. It was expected that a chess player’s performance would be influenced by the gender of their opponent. However, the participants’ online opponent was neither a female nor male chess player, but rather, unknown to the participants, it was a computer program that either played with a male or female nickname. The results showed that participants who played against a female nickname played less well, lost more games, and made more mistakes and blunders than participants who played against a male nickname. In sum, findings indicate that, in chess, the influence of a gender stereotype is not limited to the group the stereotype is targeted at, but also reduces the performance of the opponent’s level of play, leading to a reversed stereotype threat.

Exploring the Prototypical Definitions of Intelligent Engineers Held by Irish and Swedish Higher Education Engineering Students

Males are generally overrepresented in higher education engineering. However, the magnitude of this variance differs between countries and engineering fields. Evidence associated with the field-specific ability beliefs hypothesis suggests that perceptions of intelligence held by actors within engineering affects the engagement of underrepresented groups. This study examined perceptions of an intelligent engineer held by undergraduate and postgraduate engineering students in Ireland and Sweden, countries selected based on their levels of female representation in engineering education. It was hypothesised that there would be a significant difference in perceptions between countries. A survey methodology was employed in which a random sample of Irish and Swedish university students completed two surveys. The first asked respondents to list characteristics of an intelligent engineer, and the second asked for ratings of importance for each unique characteristic. The results indicate that an intelligent engineer was perceived to be described by seven factors; practical problem solving, conscientiousness, drive, discipline knowledge, reasoning, negative attributes, and inquisitiveness when the data was analysed collectively, but only the five factors of practical problem solving, conscientiousness, drive, discipline knowledge and negative attributes were theoretically interpretable when the data from each country was analysed independently. A gender × country interaction effect was observed for each of these five factors. The results suggest that the factors which denote intelligence in engineering between Irish and Swedish males and females are similar, but differences exist in terms of how important these factors are in terms group level definitions. Future work should consider the self-concepts held by underrepresented groups with respect to engineering relative to the factors observed in this study.

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

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.

Reply to the commentaries: A radical revision of experimental social psychology is still needed

Are the landscapes of real-world decisions adequately represented in our laboratory tasks? Are the goals and expertise of experimental participants the same as real-world decision-makers? Are we neglecting crucial forces that lead to group outcomes? Are the contingencies necessary for producing experimental demonstrations of bias present in the real world? In the target article, I argued that the answers to these questions are needed to understand whether and how laboratory research can inform real-world group disparities. Most of the commentaries defending experimental social psychology neglected to directly address these main arguments. The commentaries defending implicit bias only revealed the inadequacy of this concept for explaining group disparities. The major conclusions from the target article remain intact, suggesting that experimental social psychology must undergo major changes to contribute to our understanding of group disparities.

Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.

"You Kick Like A Girl!" The Effects of Gender Stereotypes on Motor Skill Learning in Young Adolescents

This study investigated the effect of gender stereotypes on (a) a soccer learning task based on accuracy (i.e., shooting on different size targets) among young adolescents and (b) the strategy used to score as many points as possible. After performing 10 baseline trials, 45 young adolescents were randomly divided into three groups: positive stereotype, negative stereotype, and control. Then, they performed five blocks of 10 trials and two retention tests, 1 and 3 days after the stereotype manipulation to assess the relatively permanent consequences of stereotype effects. Results showed that when the negative stereotype was induced, participants performed worse during the acquisition phase and the first retention test. The positive stereotype only had a positive effect on performance during the second retention test. These findings provide the first evidence of the effect of gender stereotypes on motor learning tasks requiring accuracy among young adolescents.

Men, women and STEM: Why the differences and what should be done?

It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM (science, technology, engineering and maths). The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions target those ostensible causes. However, a great deal of evidence in the behavioural sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination contribute to the gender gaps in STEM. These include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudes – some favouring males, others favouring females – which are associated with progressively larger differences the further above the average one looks. The second aim is to examine the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (i.e. inherited) component. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy discussions.

Does Stereotype Threat Affect Men in Language Domains?

Boys and men tend to underperform in language education, and they are also underrepresented in language-related fields. Research suggests that stereotypes can affect students' performance and sense of belonging in academic subjects and test settings via stereotype threat. For example, girls and women sometimes underperform on math tests following reminders that math is for boys. We sought to test whether stereotypes that women have better language skills than men would affect men. In a series of four experiments (N = 542), we tested the effect of explicit stereotype threats on men's performance in language-related tasks, and their sense of belonging to language-related domains. We found little evidence for stereotype threat effects on men in language. Bayesian analysis suggested that the null hypothesis was consistently more likely than the alternative, and mini-meta analyses showed effect sizes near zero. Future research should explore other explanations for gender gaps in language.

Examining Christians' Reactions to Reminders of Religion-Science Conflict: Stereotype Threat versus Disengagement

Stereotypes of religion (particularly Christianity) as incompatible with science are widespread, and prior findings show that Christians perform worse than non-Christians on scientific reasoning tasks following reminders of such stereotypes. The present studies (N = 1,456) examine whether these reminders elicit stereotype threat (i.e., fear of confirming negative societal stereotypes about one's group), disengagement (i.e., distancing oneself from a domain perceived as incongruent with the values of one's group), or both. In Studies 1 and 2, Christians demonstrated lower task performance and greater subjective feelings of stereotype threat (but did not spend less time on the task) relative to non-Christians when beliefs about Christianity-science incompatibility were chronic or made salient. Furthermore, the effects of incompatibility stereotypes on performance were most pronounced among Christians who identified strongly with science and hence worried most about confirming negative stereotypes (Studies 3-4). Implications for Christians' responses to religion-science conflict narratives and participation in science are discussed.

A Social Psychological Model of Scientific Practices: Explaining Research Practices and Outlining the Potential for Successful Reforms

A crescendo of incidents have raised concerns about whether scientific practices in psychology may be suboptimal, sometimes leading to the publication, dissemination, and application of unreliable or misinterpreted findings. Psychology has been a leader in identifying possibly suboptimal practices and proposing reforms that might enhance the efficiency of the scientific process and the publication of robust evidence and interpretations. To help shape future efforts, this paper offers a model of the psychological and socio-structural forces and processes that may influence scientists' practices. The model identifies practices targeted by interventions and reforms, and which practices remain unaddressed. The model also suggests directions for empirical research to assess how best to enhance the effectiveness of psychological inquiry.

The Past, Present, and Future of Ego Depletion

Abstract. At the center of social psychology just a few years ago, ego depletion is now widely seen as a controversial topic, one of the chief victims of the replication crisis. Despite over 600 studies of apparent support, many are now asking if ego depletion is even real. Here, we comment on the articles included in this Special Issue: Ego Depletion and Self-Control: Conceptual and Empirical Advances. Specifically, we delineate the contributions and limitations of these articles by embedding them in a brief history of ego depletion, describing the current state of uncertainty about ego depletion’s scientific status, and outlining necessary steps for the study of ego depletion to have a healthy future. To us, the most troubling aspect of this controversy is not what it suggests about ego depletion, but what it suggests about social psychology more broadly. If the mere existence of ego depletion is seriously doubted by many, what can be confidently regarded as real in social psychology? By increasing the precision of our theories, continuously validating our manipulations and measures, and practicing the full suite of open science practices, we have the potential to identify legitimate and robust effects and build a cumulative and trustworthy psychological science.

Should Cognitive Differences Research Be Forbidden?

Some authors have proposed that research on cognitive differences, including differences between ethnic and racial groups, needs to be prevented because it produces true knowledge that is dangerous and socially undesirable. From a consequentialist perspective, this contribution investigates the usually unstated assumptions about harms and benefits behind these proposals. The conclusion is that intelligence differences provide powerful explanations of many important real-world phenomena, and that denying their causal role requires the promotion of alternative false beliefs. Acting on these false beliefs almost invariably prevents the effective management of societal problems while creating new ones. The proper questions to ask are not about the nature of the research and the results it is expected to produce, but about whether prevailing value systems can turn truthful knowledge about cognitive differences into benign outcomes, whatever the truth may be. These value systems are the proper focus of action. Therefore, the proposal to suppress knowledge about cognitive ability differences must be based on the argument that people in modern societies will apply such knowledge in malicious rather than beneficial ways, either because of universal limitations of human nature or because of specific features of modern societies.

Introduction to the special issue on group-based inequalities in educational outcomes

Obtaining a higher education is critical to financial security, high-status career opportunities, and an increased quality of life. As such, understanding the barriers to educational attainment that certain disadvantaged groups must scale is paramount to creating a more equitable, productive, and diverse workforce. This special issue presents seven papers that focus on how the extant educational culture and structure contribute to or reinforce group-based inequalities in educational outcomes and experiences.