Stereotype Threat Effects on Italian Girls' Mathematics Performance: A Failure to Replicate

Autor/inn/en	Agnoli, Franca; Melchiorre, Francesca; Zandonella Callegher, Claudio; Altoè, Gianmarco
Titel	Stereotype Threat Effects on Italian Girls' Mathematics Performance: A Failure to Replicate
Quelle	In: Developmental Psychology, 57 (2021) 6, S.940-950 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agnoli, Franca) ORCID (Zandonella Callegher, Claudio) ORCID (Altoè, Gianmarco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001186
Schlagwörter	Sex Stereotypes; Females; Adolescents; Grade 9; Grade 11; High School Students; Public Schools; Mathematics Achievement; Performance Factors; Gender Differences; Foreign Countries; Achievement Tests; International Assessment; Replication (Evaluation); Self Efficacy; Italy; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; Geschlechterkonflikt; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Self-efficacy; Selbstwirksamkeit; Italien
Abstract	Many studies have found that males, on average, perform better than females in mathematics, although the size of this gender gap is small and varies considerably across countries. Stereotype threat has been proposed as a principal cause of this gender gap. From this perspective, females' performance is affected by fear of confirming a negative stereotype about females' mathematical ability and this stereotype can be activated by an experimental manipulation that reminds females of the stereotype. Yet, evidence of a stereotype threat effect on mathematics performance in childhood and adolescence has been mixed. The present study replicated a highly cited study of stereotype threat among Italian adolescents with a much larger sample of Italian ninth grade (89 male, 75 female, mean age = 14.2) and eleventh grade (84 male, 80 female, mean age = 16.2) public high school students. Performance in tests administered both before and after the experimental manipulations were analyzed with a series of logistic mixed-effects models. Model comparisons confirmed that males performed better than females, but the probability of a stereotype threat effect was infinitesimal. We conclude that Italian adolescent gender differences in mathematics may not be explained by stereotype threat effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01