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Stereotype Threat and Gender Differences in Biology

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Abstract

Stereotype threat theory (STT) presents a potential explanation for differences in achievement in math and science for women. Specifically, STT postulates that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study is the third in a series of studies examining the impact of ST on gender differences in science. The present study tested the impact of stereotype threat (ST) on gender differences in biology achievement, self-efficacy, motivation, and domain identification using a four-group, quasi-experimental design. 83 introductory-level college biology students were randomly assigned to 1 of 4 ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified ST condition. Results indicated that there were no gender differences by ST condition; however, overall, the women identified more with the field.

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Authors and Affiliations

  1. Department of Statistics and Analytical Sciences, Kennesaw State University, 1000 Chastain Rd, Kennesaw, GA, 30144, USA

    Gita Taasoobshirazi & Christina Puckett

  2. Educational Psychology and Higher Education, University of Nevada, Las Vegas, Las Vegas, NV, USA

    Gwen Marchand

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  1. Gita Taasoobshirazi
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  2. Christina Puckett
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  3. Gwen Marchand
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Correspondence to Gita Taasoobshirazi.

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Taasoobshirazi, G., Puckett, C. & Marchand, G. Stereotype Threat and Gender Differences in Biology. Int J of Sci and Math Educ 17, 1267–1282 (2019). https://doi.org/10.1007/s10763-018-9926-7

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