Abstract
This is a rebuttal to Danaher & Crandall's (2008) rejoinder to Stricker & Ward's (2004) article. The article reports 2 field experiments concerning the effects of inquiring about gender and ethnicity on the performance of women and Black students taking operational tests. The rejoinder's conclusion (after reanalyzing our data) that several thousand more young women would pass the AP calculus test if they were not asked about their gender, thereby reducing stereotype threat, is unwarranted because of flawed estimates and extrapolations. Our findings are selectively described, distorting their overall thrust. Criticisms of our statistical analyses are debatable or incorrect. Our original conclusion appears justified: Inquiring about gender and ethnicity did not affect test performance of women or Black students.
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