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When women can't do math: the interplay of self-construal, group identification, and stereotypic performance standards

[journal article]

Keller, Johannes; Molix, Lisa

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-215677

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Abstract The present research examined the interplay of self-construal (independent vs. interdependent), gender group identification, and performance standards (positive vs. negative) on women’s math performance. Female participants were given a subtle self-prime prior to completing a math test under conditions where either a positive or negative group-based performance standard was rendered accessible. We report an interactive effect of self-construal, gender identification, and performance standard such that a negative (compared to a positive) standard decreased performance under interdependent self-prime (“we”) conditions, whereas the reverse pattern emerged under independent self-prime (“I”) conditions. Importantly, we observed this interplay of performance standards and self-construal only in individuals who self-identify with their gender group whereas performance outcomes of low identifiers were not affected by the experimental manipulations.
Keywords assimilation; group; identification; effectiveness of teaching; gender-specific factors; mathematics
Classification Social Psychology
Free Keywords Contrast; Group identification; Math performance; Performance standards; Self-construal; Stereotype threat
Document language English
Publication Year 2008
Page/Pages p. 437-444
Journal Journal of Experimental Social Psychology, 44 (2008) 2
DOI http://dx.doi.org/10.1016/j.jesp.2007.01.007
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)