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Exposure to scientific theories affects women's math performance.
Ilan Dar-Nimrod1, Steven J Heine
1University of British Columbia, Vancouver, BC V6T 1Z4, Canada.
Science (New York, N.Y.)
|October 21, 2006
Summary
Stereotype threat impacts performance when group identity is salient. Explaining stereotype origins differently, specifically attributing sex differences to genetics, worsened women's math test scores compared to experiential explanations.
Area of Science:
- Psychology
- Social Psychology
- Cognitive Science
Background:
- Stereotype threat describes performance deficits in stereotyped groups when their identity is emphasized.
- The influence of perceived origins of stereotypes on stereotype threat remains underexplored.
Purpose of the Study:
- To examine how attributions for the origins of stereotypes affect stereotype threat.
- To investigate whether framing sex differences as genetic or experiential influences women's performance on math tests.
Main Methods:
- Two studies were conducted involving female participants.
- Participants read accounts attributing sex differences to either genetic or experiential causes.
- Performance on standardized math tests was measured.
Main Results:
- Women who read that sex differences have genetic origins performed significantly worse on math tests.
- This performance deficit was more pronounced compared to women who read that sex differences stem from experiential factors.
Conclusions:
- The perceived origin of a stereotype can modulate the impact of stereotype threat.
- Attributing group differences to innate, genetic factors may exacerbate stereotype threat, particularly in academic domains like mathematics for women.
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