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Strength in numbers? Women and mathematics

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Abstract

Two studies were conducted to test the link between numerical distinctiveness, stereotype threat and mathematical performance among women. In the first study, stereotype threat was measured with a stereotype activation task. Women in a solo, non-solo or control condition completed word fragments and a mathematical activity. Solo women, rather than their non-solo counterparts showed mathematical performance deficits. Evidence did not support the mediating role of stereotype activation. In the second study, stereotype anxiety was assessed. According to analyses, solo women reported greater stereotype-related anxiety than non-solo women. A link between stereotype anxiety and mathematical performance deficits was also uncovered. Finally, mathematical underperformance was associated with greater interest in feminine activities. Strategies to buffer the effects of stereotype threat are discussed.

Résumé

Deux études ont été menées dans le but d’évaluer le lien entre la force numérique, la menace du stéréotype et le rendement à une tâche de mathématiques chez les femmes. Dans la première étude, la menace du stéréotype a été mesurée en fonction d’une tâche d’activation des stéréotypes. Les femmes dans les conditions “solo”, “non-solo” et contrôle ont complété des mots et une tâche de mathématiques. En comparaison aux femmes des autres groupes, celles dans la condition “solo” ont moins bien réussi la tâche en mathématiques. L’hypothèse de l’effet médiateur de la menace du stéréotype n’a pas été appuyée. Dans la deuxième étude, l’anxiété associée au stéréotype a été évaluée. Selon les analyses, les femmes dans la condition “solo” ont éprouvé davantage d’anxiété associée au stéréotype que celles assignées à la condition “non-solo”. Un lien a été obtenu entre l’anxiété associée au stéréotype et la contre-performance à la tâche de mathématiques. Enfin, la contre-performance en mathématiques est associée à l’intérêt dirigé vers des activités féminines. Les stratégies visant à réduire les effets de la menace du stéréotype sont discutées.

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Authors and Affiliations

  1. School of psychology, Université de Moncton, Moncton, New Brunswick, Canada

    Ann Beaton

  2. School of Psychology, University of Ottawa, 145 Jean-Jacques Lussier, K1N 6N5, Ottawa, (Ont.), Canada

    Francine Tougas

  3. Département de l’enseignement et de la recherche, École nationale d’administration publique, 555, boul. Charest Est, G1K 9E5, Québec, Qc., Canada

    Natalie Rinfret

  4. M.A.Ps. École de psychologie, Université de Moncton, 165, avenue Massey, E1A 3E9, Moncton, N.B., Canada

    Nathalie Huard

  5. École de psychologie, Université Laval, G1K 7P4, Ste-Foy, Québec

    Marie-Noëlle Delisle

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  1. Ann Beaton
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  2. Francine Tougas
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  3. Natalie Rinfret
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  4. Nathalie Huard
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  5. Marie-Noëlle Delisle
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Additional information

This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada conferred to the first three authors (Grant No. 410-03-1621).

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Beaton, A., Tougas, F., Rinfret, N. et al. Strength in numbers? Women and mathematics. Eur J Psychol Educ 22, 291–306 (2007). https://doi.org/10.1007/BF03173427

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  • DOI: https://doi.org/10.1007/BF03173427

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