Women and computers: effects of stereotype threat on attribution of failure

This study investigated whether stereotype threat can influence women’s attributions of failure in a computer task. Male and female college-age students (n = 86, 16–21 years old) from Germany were asked to work on a computer task and were hinted beforehand that in this task, either (a) men usually perform better than women do (negative threat condition), or (b) women usually perform better than men do (positive condition), or (c) they received no threat or gender-related information (control group). The final part of the task was prepared to provide an experience of failure: due to a faulty USB-memory stick, completion of the task was not possible. Results suggest a stereotype threat effect on women’s attribution of failure: in the negative threat condition, women attributed the failure more internally (to their own inability), and men more externally (to the faulty technical equipment). In the positive and control conditions, no significant gender differences in attribution emerged

The effects of experiencing stereotype threat and internal attribution of failure among women’s intentions to drop out from university

The aim of the present study was to investigate why women drop out from university, with specific focus on female students from science, technology, engineering and mathematics (STEM). We developed three hypotheses based on stereotype threat theory (Steele & Aronson, 1995) and attribution theory (Heider, 1958). The hypotheses were as following: H1) The experience of stereotype threat is related to higher intentions to drop out. H2) Internal attribution of failure is related to higher intentions to drop out, and H3) more stereotype threat experiences are positively related to negative attribution pattern. Data was gathered from female students at The Arctic University of Norway (UiT) (n = 171) and we used a correlational design. Data was analyzed by using Pearson’s correlation and linear regression. H1 show a positive trend between stereotype threat and intentions to drop out. H2 show a relation between negative attribution pattern of failure and drop out intentions among female STEM students. H3 show no relation between stereotype threat and negative attribution pattern. This strengthens the suggestion that the experience of stereotype threat and internal attribution of failure could be a reason to why female students choose to leave their field of study at university level

(Self-)evaluation of computer competence: how gender matters

Is the negative stereotype of women with regard to computer competence still exerting power in our society? In this study, 206 participants observed a target person (either a woman or a man) on a video who was about to solve a complex computer task. Participants had to estimate whether the target person was successful on this task in a limited amount of time. After they had received the information that the target person had solved the task successfully in the required time period, and that the person’s performance was above average, they were asked to provide a reason for the success (luck vs. skill attribution) and to evaluate the general computer competence of the target. Then, participants had to evaluate their own (hypothetical) computer competence in comparison to the target. Results suggest that for the direct evaluation of the target persons and for the causal attribution of success, no systematic gender-related biases occurred. In the self-ratings of participants; however, findings showed that (a) women judged their computer competence to be lower than did men, and (b) both women and men judged their own hypothetical performance in the computer-related task to be relatively higher when comparing it to the identically scripted performance of a woman vs. a man

How You See It Matters: The Role of Perspective Taking On Receiving Negative Feedback In A Stereotyped Realm.

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) fields, perhaps in part because of the prevalent experience of stereotype threat. Stereotype threat leads to a ruminative cycle of negative thoughts and emotions resulting in decreased performance and motivation. It is expected that adopting a distanced self-perspective can disrupt this ruminative cycle and buffer the downstream negative effects of stereotype threat. Study 1 tests this by asking college women of all majors to adopt a self-distanced perspective while completing a math exam that created stereotype threat. Study 1 suggests that adopting a self-distanced perspective can increase women’s motivation and performance on a math exam. Study 2a aimed to replicate these effects among a sample of women highly invested in the STEM realm and to extend the findings to strength of STEM identity and commitment to future plans in STEM. Generally, adopting a self-distanced perspective led to increases in motivation in both solvable and unsolvable math exam problems, self-reported strength of STEM identity, and commitment to future plans. Study 2b sought to understand how the presence of stereotype threat interacted with self-perspective by examining the motivation and performance of STEM men while utilizing a self-distanced perspective. Contrasting Studies 2a and Study 2b demonstrated that self-distancing influenced motivation only for those experiencing stereotype threat. Study 3 examined the mechanism through which adopting a self-distanced perspective disrupted the ruminative cycle associated with stereotype threat. A thought listing task was utilized to gain insight into the thoughts and feelings women had while adopting different self-perspectives after receiving negative feedback. Women who adopted a self-distanced perspective reported significantly fewer internal and external attributions about the negative feedback they received. Study 4 assessed the influence that adopting a self-distanced perspective can have on protecting available working memory during a recall task. Female college students across all majors who adopted a self-distanced perspective demonstrated increased working memory directly following the self-perspective manipulation. Overall, adopting a self-distanced perspective was found to mitigate many of the negative effects of stereotype threat. Implications for use of self-distancing as a tool to combat stereotype threat are discussed.PhDPsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/133336/1/adough_1.pd

Fostering Students\u27 Identification with Mathematics and Science

Book Summary: Interest in Mathematics and Science Learning is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume’s 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education. Chapter Summary: The primary purpose of this chapter is to explore the process whereby students transition from a short-term, situational interest in mathematics or science to a more enduring individual interest in which they incorporate performance in mathematics or science into their self-definitions (e.g. I am a scientist ). We do so by examining the research related to domain identification, which is the extent to which students define themselves through a role or performance in a domain, such as mathematics or science. Understanding the process of domain identification is important because it can contribute to an understanding of how individual interest develops over time. The means through which students become highly domain identified involves many factors that are internal (e.g. goals and beliefs) and external (e.g. family environment and educational experiences) to them. Students who are more identified with an academic domain tend to demonstrate increased motivation, effort, perseverance (when faced with failure), and achievement. Importantly, students with lower domain identification tend to demonstrate less motivation, lower effort, and fewer desirable outcomes. Student outcomes in a domain can reciprocally influence domain identification by reinforcing or altering it. This feedback loop can help explain incremental changes in motivation, self-concept, individual interest, and, ultimately, important outcomes such as achievement, choice of college major, and career path. This dynamic model presents possible mechanisms for influencing student outcomes. Furthermore, assessing students\u27 domain identification can allow practitioners to intervene to prevent undesirable outcomes. Finally, we present research on how mathematics and science instructors could use the principles of the MUSIC Model of Academic Motivation to enhance students\u27 domain identification, by (a) empowering students, (b) demonstrating the usefulness of the domain, (c) supporting students\u27 success, (d) triggering students\u27 interests, and (e) fostering a sense of caring and belonging. We conclude that by using the MUSIC model, instructors can intentionally design educational experiences to help students progress from a situational interest to one that is more enduring and integrated into their identities

Too old for technology?:age stereotypes and technology use by older adults

Information and communication technology holds great promise in supporting the growing population of older people. However, older adults are less likely to use technology compared to the general population, limiting their ability to live independently in an increasingly digital world. Besides being commonly stereotyped as less technologically competent than younger age groups, older adults often mention their age or being “too old” as reasons for not using technology. Surprisingly, the potential influence of stereotypical perceptions about older people and the ageing process on older adults’ use behaviours remains largely understudied. This work aimed to fill this gap by investigating whether and how age stereotypes relate to technology use in late adulthood. Findings from six studies suggest that age stereotypes determine technology use among older age groups through distinct, yet complementary processes. Interventions and policies promoting positive intergenerational contact and positive views on age and ageing should therefore contribute to the digital inclusion of older adults

Too old for technology?: age stereotypes and technology use by older adults

Older adults are less likely to use information and communication technologies, limiting their ability to live independently in an increasingly digital world. Despite being stereotyped as lacking technological competence, the influence of age stereotypes on older adults’ use behaviours remains largely understudied. This work aimed to investigate whether and how age stereotypes determine technology use in late adulthood. According to stereotype threat theory, the fear of confirming negative stereotypes about their age group may lead older adults to avoid using technology. Across three studies based on longitudinal and cross-sectional designs, higher levels of stereotype threat were associated with lower rates of technology use. In line with the technology acceptance model, this relationship was mediated by anxiety, perceived ease of use, perceived usefulness, and behavioural intention. In turn, as implied by stereotype embodiment theory, the internalization of age stereotypes endorsed earlier in life into self-perceptions of ageing later in life may deter older adults from using technology. Across three studies based on longitudinal data from the Health and Retirement Study and the German Ageing Survey, more positive self-perceptions of ageing were associated with higher levels of technology use. Cognitive functioning mediated this relationship. By confirming the assumptions of both theories, these findings suggest that age stereotypes influence technology use in late adulthood through complementary processes. Future studies should further explore these relationships by integrating both theoretical approaches. Interventions and policies promoting positive intergenerational contact and positive views on age and ageing should thus contribute to the digital inclusion of older adults.As pessoas mais velhas têm uma menor probabilidade de usar tecnologias de informação e comunicação, impedindo que vivam de forma independente num mundo cada vez mais digital. Apesar de serem estereotipadas como tendo menos competências tecnológicas, a influência destes estereótipos nos seus padrões de utilização permanece pouco estudada. Este trabalho pretendeu investigar se e como os estereótipos etários determinam os comportamentos de utilização de tecnologias das pessoas mais velhas. Segundo a teoria da ameaça do estereótipo, o receio de confirmar estereótipos negativos pode fazer com que os mais velhos evitem usar tecnologias. Três estudos longitudinais e correlacionais verificaram uma relação entre maiores níveis de ameaça do estereótipo e menores taxas de utilização de tecnologias, sendo esta mediada pela ansiedade, facilidade percebida, utilidade percebida e intenção comportamental de acordo com o modelo de aceitação de tecnologias. Por sua vez, segundo a teoria da incorporação do estereótipo, a internalização de estereótipos etários em autoperceções de envelhecimento pode demover os mais velhos de usar tecnologias. Três estudos longitudinais verificaram uma relação entre autoperceções de envelhecimento mais positivas e maiores níveis de utilização de tecnologias, sendo esta mediada pelo funcionamento cognitivo. Ao confirmar os pressupostos das duas teorias, estes resultados sugerem que os estereótipos etários influenciam os comportamentos de utilização de tecnologias das pessoas mais velhas através de processos complementares. Estudos futuros deverão explorar estas relações integrando ambas as teorias. Intervenções que promovam contactos intergeracionais positivos e visões positivas sobre a idade e o envelhecimento poderão contribuir para a inclusão digital deste grupo etário

The impact of stereotype threat on high school females\u27 math performance: Moderators and an intervention

Historically, there has been a significant gender gap in science, technology, engineering, and mathematics (STEM) careers (Beede et al., 2011; National Science Foundation, 2009), which has been attributed to females\u27 lack of interest and pursuit of careers in these fields (Singletary et al., 2009). In the past, the lack of female participation in these careers was explained by a difference in natural abilities in these areas, especially in mathematics (Benbow & Stanley, 1983); however, research has shown that females are capable of performing just as well as males in the same age group in math (Smith & White, 2002; Spencer et al., 1999). In recent decades another explanation for this gender gap has arisen, stereotype threat (Steele & Aronson, 1995). Stereotype threat occurs when an individual is placed in a situation in which he or she is at risk for confirming a negative stereotype about his or her group (Steele & Aronson, 1995). It has been proposed that females experience stereotype threat when taking a math test due to the concern of confirming the negative stereotype that females are not as capable as males in math, which hinders their performance due to increased anxiety and self-evaluation (Spencer et al., 1999; Steele & Aronson, 1995). This study sought to extend the research in the area of stereotype-threat effects on females\u27 math performance by examining the effects of proposed moderators (i.e., domain identification, gender identification, and stigma consciousness), a proposed protective factor (i.e., math self-efficacy), and an intervention to reduce threat with a high school student sample of 100 participants. The results of the present study replicated the findings previously produced in studies with college student samples, specifically that females perform lower than males in a stereotype-threat condition and that they perform comparable to males when an intervention of reframing the math test as gender fair is employed (Quinn & Spencer, 2001; Smith & White, 2002; Spencer et al., 1999). There was no significant moderation found in the present study; however, math identification and math self-efficacy were indicated to be positively correlated to math performance. This finding can have great implications in the classroom setting and in increasing females\u27 interest and pursuit of math and other STEM careers. Future research should continue to examine the potential benefits of employing a reframing the task as gender fair intervention, specifically examining its long-term effectiveness. Additionally, future studies could examine ways to develop and increase females\u27 math self-efficacy and math identification

Confirming the Stereotype: How Stereotype Threat, Performance Feedback, and Academic Identification affect Identity and Future Performance

This study investigates the post-performance effects of stereotype threat. Undergraduate students (N = 130) classified as either strongly- or weakly- identified with academics were told a diagnostic anagram task either typically shows poorer performance for their gender (stereotype threat) or no gender differences (no stereotype threat), and received arbitrary positive or negative feedback on an initial task. They later performed a second anagram task. Results indicate a 2-way interaction between stereotype threat and academic identification among those who received negative feedback. Negative feedback under stereotype threat did not harm performance for participants strongly-identified with academics, but did harm performance for participants weakly-identified with academics. This same 2-way interaction within the negative feedback condition also predicted post-feedback levels of identification as a college student, though it did not seem to affect post-feedback levels of academic identification. Strongly-identified participants receiving negative feedback identified less as a college student if they were under stereotype threat while weakly-academically identified participants identified more. Levels of post-feedback identification as a college student negatively predicted performance

A Model of Responses to Race-Based and Gender-Based Stereotype Threat in Computer Science

The perception of stereotype threat among computer science students was examined at two universities. A model of stereotype threat was developed and tested among students enrolled in three undergraduate computer science courses at two universities. The goal of this model was to provide an understanding of the underlying mechanisms through which stereotype threat works. The study tested relationships among the following variables: race-based stereotype threat, gender-based stereotype threat, goal orientation, CS self-efficacy, active coping, behavioral disengagement, effort, and performance. Structural equation modeling was used to test the measurement model and a series of nested structural models. Findings supported the proposed model of stereotype threat and most of the hypothesized relationships. Future directions and contributions of this research are discussed