A threat in the classroom. Gender stereotype activation and mental-rotation performance in elementary-school.

Autor/inn/en	Neuburger, Sarah; Jansen, Petra; Heil, Martin; Quaiser-Pohl, Claudia
Titel	A threat in the classroom. Gender stereotype activation and mental-rotation performance in elementary-school. Gefälligkeitsübersetzung: Eine Bedrohung im Klassenzimmer. Aktivierung von Geschlechterstereotypen und mentale Rotationsleistung in der Grundschule.
Quelle	In: Zeitschrift für Psychologie, 220 (2012) 2, S. 61-69 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0044-3409; 0233-2353; 1438-9789; 2151-2604; 2151-2604 (2007); 2190-8370; 2190-8370 (2007)
DOI	10.1027/2151-2604/a000097
Schlagwörter	Empirische Untersuchung; Vergleichsuntersuchung; Rollenbild; Stereotyp; Beeinflussung; Kognition; Kognitionspsychologie; Kognitive Leistung; Psychologie; Räumliche Wahrnehmung; Psychologischer Test; Test; Soziale Rolle; Junge; Beeinflussung; Gehirn; Grundschule; Junge; Kind; Kognition; Mädchen; Psychologie; Soziale Rolle; Stereotyp; Test; Differenzierung; Leistung; Rotation; Kind; Grundschule; Differenzierung; Gehirn; Rotation; Grundschulalter; Geschlechtsspezifik; Leistung; Mädchen
Abstract	Females' performance in a gender-stereotyped domain is impaired when negative gender stereotypes are activated (Nguyen & Ryan, 2008). "Stereotype threat" affects the gender difference in adults' mental-rotation performance (e.g., Moè & Pazzaglia, 2006). Our study investigated this effect in fourth graders. Two hundred sixteen males and females solved two mental-rotation tests. In between, a gender-difference instruction was given ("boys better," "girls better," "no gender difference"). A significant interaction of time and gender was found in the "girls better"-condition and in the "no gender difference"-condition: As expected, the male performance advantage disappeared after these two instructions, because girls improved and boys deteriorated. Thus, the study suggests that the gender effect in mental rotation is affected by stereotype threat and stereotype lift from the very beginning of its occurrence. Results are discussed within a biopsychosocial framework and seem to play an important role with regard to the "hidden curriculum" in schools. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/4