/sci/ - Science & Math » Thread #13203114

606KiB, 1116x970, 1C158F35-32B7-4B30-858A-7C86774F01A5.jpg

View Same Google iqdb SauceNAO

Debunk this crap

Anonymous Fri 28 May 19:16:47 2021 No.13203114 View Reply Original Report

Quoted By: >>13203159

discussedWomen in science, technology, engineering, andmathematics (STEM) ?elds are aware that others mayjudge their behavior, including their performance, inlight of the stereotype that women have inferior math-ematics skills relative to men (Seymour & Hewitt,1997). Despite this awareness, some women successfullypersist in STEM ?elds. For instance in 2007, 18.5% ofengineering, 21.0% of physics, and 43.9% of mathemat-ics bachelor degrees were awarded to women (NationalScience Foundation, Division of Sciences ResourcesStatistics, 2009). Some of these persistent women—particularly those with the greatest skills and strongestidenti?cation with these ?elds—may be susceptible tostereotype threat effects. The possibility of being judgedin a situation by a negative stereotype about one’s groupis termed a stereotype threat situation (Steele, 1997).The present research employs stereotype threat theory(Steele, 1997) to address whether two individual differ-ence characteristics—domain skill level and domainidenti?cationmoderate the impact of negative stereo-types on women’s math test performance. We focus on

Anonymous

Anonymous Fri 28 May 2021 19:17:22 No.13203118 Report

Quoted By:

onthe population of upper-level undergraduate womenwho are successfully majoring in STEM ?elds becausesuch effects are postulated to be the strongest for thosewith the most skill, identi?cation, and success in acade-mic ?elds (Steele, 1997).According to the originator of stereotype threattheory, Claude Steele (1997),stereotype threat should have its greatest effect on thebetter, more con?dent students in stereotyped groups,those who have not internalized the group stereotypeto the point of doubting their own ability and have thusremained identi?ed with the domain—those who are inthe academic vanguard of their group. (p. 617)Stereotype threat theory contends that stereotypethreat increases for those in the stigmatized group withmore domain identi?cation and skill level. Although thisproposition is generally accepted among stereotypethreat scholars and has been demonstrated for somegroups in which academic stereotypes exist (e.g., Whitemen compared to Asian men regarding math; Aronsonet al., 1999), little research has empirically tested thesepropositions, particularly for the stereotype regardingwomen’s inferior math abilities relative to men’s. To testwhether this proposition holds among women, the

Anonymous

Anonymous Fri 28 May 2021 19:18:33 No.13203127 Report

Quoted By: >>13203145

THEORYSteele (1997) proposed that stereotype threat affectsthose most identi?ed with or self-invested in theacademic domain and those who have survived structur-al barriers in the domain. Speci?cally, those most ident-i?ed with the academic domain are expected to performpoorly in the domain when under stereotype threat,whereas those least identi?ed with the domain are notexpected to suffer stereotype threat effects because theyare not invested in performing well. Individuals whohave high math identi?cation suffer in stereotype threatsituations because they are invested in the domain, andexperience a level of arousal that interferes with cogni-tive capacities, particularly for dif?cult tasks like theone used in the current study (Aronson et al., 1999;Jamieson & Harkins, 2007, 2009; Keller, 2007;Schmader & Johns, 2003). Because individuals withlow math identi?cation do not experience such inter-ference, they are not expected to perform poorly instereotype threat situations.Surprisingly little research has examined whethermath identi?cation moderates the relationship betweenstereotype threat and test performance for thestereotype about women’s inferior math skills relativeto men’s. Even though research has examined the effectsof stereotype threat in samples of women who aredeemed highly identi?ed with math (e.g., Brown & Pinel,2003; Carr & Steele, 2009; Inzlicht & Ben-Zeev, 2003;Lesko & Corpus, 2006; Logel, Iserman, Davies, Quinn,& Spencer, 2009; Marx & Roman, 2002; Spencer, Steele,& Quinn, 1999), only one study has examined whetherthe performance effects of stereotype threat vary as afunction of women’s math identi?cation (Keller, 2007).Keller (2007) postulated and found that high school girlshighly identi?ed with math performed worse on dif?cultmath items when in a threatening as opposed to anonthreatening condition, whereas those with lowidenti?cation

Anonymous

Anonymous Fri 28 May 2021 19:19:35 No.13203134 Report

Quoted By:

This study did not samplewomen persisting in STEM ?elds who have overcomesubstantial obstacles in a male-dominated ?eld. Basedon stereotype threat theory, we expected that therewould be a signi?cant interaction between stereotypethreat and math identi?cation on a dif?cult math testsuch that the deleterious effect of stereotype threaton calculus test performance would increase as mathidenti?cation increases (H1).It remains to be seen whether women in STEM ?eldswith low math identi?cation exhibit any stereotypethreat effects. Among those with low math identi?-cation, researchers have found better performance inthe threatening relative to the nonthreatening conditionsamong White men threatened by the stereotype aboutWhite versus Asian men’s math abilities and among highschool girls threatened by the stereotype about women’sversus men’s math abilities (Aronson et al., 1999; Keller,2007). These ?ndings suggest that for those with lowmath identi?cation, threatening conditions are appro-priately motivating, whereas nonthreatening conditionsare not. Because in the current study, we model mathidenti?cation as a moderator, we are able to explorewhether women in STEM ?elds with low math identi?-cation perform better in a threatening versus nonthrea-tening condition.Another characteristic that increases vulnerability tothe effects of stereotype threat in academic domains isskill level. According to stereotype threat theory,individuals with greater skill are expected to be morenegatively affected by stereotype threat (Steele, 1997),and those with lower skill are not expected to sufferstereotype threat effects, because they don’t have theskill level to perform well regardless of the threateningnature of the situation. However, little to no researchhas examined whether domain skill in scholastic ?eldsinteracts with stereotype threat to in?uence perfor-mance.

Anonymous

Anonymous Fri 28 May 2021 19:20:37 No.13203140 Report

Quoted By:

nonthrea-tening condition.Another characteristic that increases vulnerability tothe effects of stereotype threat in academic domains isskill level. According to stereotype threat theory,individuals with greater skill are expected to be morenegatively affected by stereotype threat (Steele, 1997),and those with lower skill are not expected to sufferstereotype threat effects, because they don’t have theskill level to perform well regardless of the threateningnature of the situation. However, little to no researchhas examined whether domain skill in scholastic ?eldsinteracts with stereotype threat to in?uence perfor-mance. Skill level has not been ignored in the stereotypethreat literature and is frequently operationalized by ameasure of previous performance in the domain. Insteadof modeling skill level as a moderator variable, studieshave typically controlled for skill level in order to testwhether the effect of stereotype threat is statisticallysigni?cant beyond that of skill level or to increase thepower to detect the effects of stereotype threat onperformance (Steele & Aronson, 2004). Many studiesexamining the effect of the stereotype about women’smath abilities have sampled those with relatively highSAT math scores (e.g., Martens, Johns, Greenberg, &Schimel, 2006; Marx & Roman, 2002; Quinn & Spencer,2001; Schmader, 2002; Schmader & Johns, 2003; Shih,Pittinsky, & Ambady, 1999; Spencer et al., 1999) or havecontrolled for SAT math scores for these reasons (e.g.,Gonzales, Blanton, & Williams, 2002; Hollis-Sawyer &Sawyer, 2008; Inzlicht & Ben-Zeev, 2000, 2003; Keller

Is your DNA

View Same Google iqdb SauceNAO 49B49904-9136-4153-9E10-EDE9C62F (...).jpg, 158KiB, 426x624

Is your DNA Fri 28 May 2021 19:21:41 No.13203145 Report

Quoted By:

>>13203127
THREATAlthough individuals persisting in the math and science?elds are likely to have high levels of math identi?cationand skill in the math domain relative to those notpersisting in these ?elds, there may be some variability inthese characteristics. Moreover, ‘‘at each level of school-ing, it [stereotype threat] affects the vanguard of thesegroups, those with the skills and self-con?dence to haveidenti?ed with the domain’’ (Steele, 1997, p. 614). There-fore, even among upper-level undergraduate womenmajoring in STEM ?elds, those with the greatest skilland identi?cation should be more strongly affected bystereotype threat situations than those with less skill andidenti?cation. Individuals who are able to perform wellin a domain and who also are highly invested in a domainmay be the most susceptible to the pernicious effects ofstereotype threat. In other words, students who are bothcapable of performing well and highly motivated to per-form well have the greatest potential to be underminedby stereotype threat. Although we expect students with

Fuck claudia Brown

Fuck claudia Brown Fri 28 May 2021 19:22:43 No.13203151 Report

Quoted By:

FIELDSOur manipulation of stereotype threat consisted ofpresenting information regarding men’s and women’sperformance on the calculus task that the women wereabout to perform. More speci?cally, (a) women weretold that there were gender differences such that menhad performed better than women, (b) women were toldthat there were no gender differences and men andwomen had performed equally, or (c) no mention wasmade of gender. To create a stereotype threat situation,some researchers have directly stated that men have out-performed women (or that women have performedworse than men) on the test (or type of task) thatparticipants are about to perform (e.g., Cadinu, Maass,Frigerio, Impagliazzo, & Latinotti, 2003; Keller, 2002;Smith, Sansone, & White, 2007, Smith & White, 2002;Stangor, Carr, & Kiang, 1998). As in these studies, wereasoned that directly telling women in STEM ?elds thatmen had performed better than women on the task inwhich they were about to perform would induce stereo-type threat. To create a nonstereotype threatening orsafe condition, several studies have explicitly stated thatwomen and men have performed equally or that therewere no gender differences on the task in which parti-cipants were about to perform (Cadinu et al., 2003;Good, Aronson, & Harder, 2008; Keller, 2007; Smithet al., 2007; Smith & White, 2002; Spencer et al., 1999;Stangor et al., 1998). As in these studies, we created anonthreatening condition by explicitly stating both thatno gender differences had been found and that men andwomen had performed equally on the task in which theywere about to perform.For women persisting in STEM ?elds, it is not clearwhether working on calculus problems with no stereo-type information would induce an implicit stereotype

Fuck claudia Brown

View Same Google iqdb SauceNAO 8ECA5111-21E0-438A-AEE5-808891F5 (...).jpg, 578KiB, 1022x982

Fuck claudia Brown Fri 28 May 2021 19:24:00 No.13203159 Report

Quoted By:

>>13203114
threat or serve as a safe, nonthreatening condition. Somestudies have found that not mentioning gender or men’sand women’s math performance has served as a non-threatening condition (Keller, 2002; Rydell, McConnell,& Beilock, 2009; Rydell, Rydell, & Boucher, 2010;Schmader, 2002), whereas others have found that it has(implicitly) served as a threatening condition (Campbell& Collaer, 2009; Good et al., 2008; Smith et al., 2007;Smith & White, 2002; Spencer et al., 1999). We suspectedthat not mentioning gender for women who are persist-ing in STEM ?elds might be a safe condition becausethese women have de?ed the stereotype, overcome obsta-cles in the stereotyped domain, and frequently had theirperformance evaluate on tasks similar to the oneemployed herein. To test this, we included a conditionin which no mention of gender was made.By examining different combinations of calculus GPAand math identi?cation level in one model, we expected toglean a more complete picture of which women persistingin STEM ?elds are affected under stereotype threatconditions and to whom programs addressing stereotypethreat effects should be directed. In addition, by investi-gating which manipulations undermine performance,which enhance performance, and which women are nega-tively affected, we hoped to gain better understanding ofhow to help women persisting in mathematics ?eldsmaintain high levels of academic achievement.

Capcode	All Only User Posts Only Moderator Posts Only Admin Posts Only Developer Posts
Show Posts	All Only With Images Only Without Images
Deleted Posts	All Only Deleted Posts Only Non-Deleted Posts
Ghost Posts	All Only Ghost Posts Only Non-Ghost Posts
Post Type	All Only Sticky Threads Only Opening Posts Only Reply Posts
Results	All Grouped By Threads
Order	Latest Posts First Oldest Posts First

Your latest searches