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Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing
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The effect of negative performance stereotypes on learning.

Robert J Rydell1, Michael T Rydell, Kathryn L Boucher

  • 1Department of Psychological and Brain Sciences, Indiana University, USA. rjrydell@indiana.edu

Journal of Personality and Social Psychology
|October 6, 2010
PubMed
Summary

Negative stereotypes about women in math impair their learning and performance. Stereotype threat (ST) reduces women

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Area of Science:

  • Psychology
  • Cognitive Science
  • Education

Background:

  • Stereotype threat (ST) research traditionally examines performance decrements.
  • Limited research explores ST's impact on learning mathematical concepts.

Purpose of the Study:

  • To investigate if negative stereotypes about women in math hinder their ability to learn mathematical rules and operations.
  • To provide empirical evidence on how ST affects mathematical learning and performance.

Main Methods:

  • Three experiments were conducted involving women and men.
  • Participants experienced stereotype threat conditions while learning mathematical rules and operations.
  • Performance was assessed through memory encoding, rule learning, problem-solving, and transfer tasks.

Main Results:

  • Women under ST showed impaired memory encoding and learned fewer math rules, leading to poorer performance.
  • ST specifically reduced the learning of modular arithmetic operations in women.
  • ST negatively impacted women's ability to learn abstract math rules and transfer them, with no effect on men.

Conclusions:

  • Negative stereotypes about women in math demonstrably reduce their mathematical learning.
  • Reduced learning due to ST is a key mechanism underlying performance deficits in stereotyped domains.
  • This research highlights the critical impact of ST on educational attainment in mathematics for women.