The relationship between gender identity and the effects of stereotype threat on women's math performance

Abstract

Research in the area of stereotype threat and women’s math performance documents that women underperform under conditions of stereotype threat. Futher, those who identify more with the group under threat are more likely to be impacted by the negative effects of stereotype threat. Given this relationship, previous research has explored and documented the impact of gender identity on the relationship between stereotype threat and women’s math performance. However, the conceptualization of gender identity in the research literature is that of a static entity. This study sought to add to the literature on stereotype threat and women’s math performance by exploring the impact of gender identity on this relationship using a contextual model of gender identity. Based on the theory of “doing” gender, gender identity is seen as a dynamic interaction between person and environment, using a measure of conformity to feminine norms. This study predicted that women who are more conforming to gender norms in society would experience greater performance decrements under conditions of stereotype threat. Instead, this study found that women who are more conforming to gender norms are more likely to have lower Grade Point Averages than their non-conforming counterparts. Results and implications are further discussed.