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@article{ Keller2008, title = {When women can't do math: the interplay of self-construal, group identification, and stereotypic performance standards}, author = {Keller, Johannes and Molix, Lisa}, journal = {Journal of Experimental Social Psychology}, number = {2}, pages = {437-444}, volume = {44}, year = {2008}, doi = {https://doi.org/10.1016/j.jesp.2007.01.007}, urn = {https://nbn-resolving.org/urn:nbn:de:0168-ssoar-215677}, 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 = {Identifikation; Assimilation; identification; Unterrichtserfolg; effectiveness of teaching; geschlechtsspezifische Faktoren; assimilation; Gruppe; mathematics; gender-specific factors; Mathematik; group}}