Switching genders: identifying the evaluator in stereotype threat for men and women in a math context

The current study seeks to identify the source of evaluation that causes stereotype threat for men and women in a math context. In a 2 (participant gender: male vs. female) X 3 (gender label: Match, Mismatch, Control) factorial design, male and female participants that identified highly with math were asked to take a math test. Throughout the test, participants\u27 ostensible gender was displayed on the computer screen. The displayed gender was either the correct gender, the opposite gender, or Alabama. Although our results were unable to determine if stereotype threat is a self- or an outside evaluator-threat, we did observe a strong gender-math relationship in which being labeled with the opposite gender disrupted both men and women\u27s math performance. However, women were more affected in that they not only performed significantly lower on the math test, but also took a longer time, attempted fewer problems, and significantly disidentified from math