MULTIPLICATIVE STEREOTYPE THREAT: AFRICAN AMERICAN WOMEN'S MATH PERFORMANCE
Women and racial minority groups are underrepresented in STEM according to a 2016 report from the National Science Foundation. One theory for this discrepancy is the stereotype threat phenomenon, where individuals experience anxiety in testing situations about confirming a negative stereotype about their group which in turn impedes performance. This phenomenon has a large body of published findings with two key issues. The first is that those who are targets of both racial and gender-based stereotypes are almost never studied, which continues the erroneous tradition of treating these two issues as if there is no overlap. The second is widely-varying effect sizes, with some scholars (e.g., Flore, 2018) suggesting that stereotype threat effects are exaggerated through publication bias. The proposed study addresses both issues. The four conditions (no threat, gender threat, ethnic threat, and both threats) will be entered into a custom general linear model that includes two-way interactions with hypothetical moderators (including racial identification and gender identification). I hypothesize that those who experience both gender- and ethnic-based stereotype threat will have the lowest scores, and those in the no-threat condition will have the highest scores.
Marvin, Lydia, "MULTIPLICATIVE STEREOTYPE THREAT: AFRICAN AMERICAN WOMEN'S MATH PERFORMANCE" (2019). University Research Symposium. 276.