Stereotype Threat - Research Paper Example

 How Stereotype Threats Affect Performance in Math Test-Taking in Female Participants and if Having Breakfast Contributes to the Outcome Abstract This paper attempts to look at the possible effects that gender stereotypes threaten achievement in mathematics. In particular, the goal is to analyze if these stereotypes affect math test taking on female students. Stereotypes often play a role in numerous portions of society as well as psychology. It may also pertain to academic achievement. This is an evaluation of the issue based on previous research to see if there is a direct correlation with females and their ability to perform to high standards regardless of the pressure of stereotypes. This is in comparison to their male counterparts whom are also math students and would be taking the same tests. There may be other factors that play a role in this such as if a student ate breakfast prior to taking a test in the morning. How Stereotype Threats Affect Performance in Math Test Taking in Female Participants Reason for Analysis Stereotypes often play a role in everything that anyone does. Different cultures influence different behaviors. Women are often seen as domestic while men are considered to be more intellectual in western cultures but some people break the boundaries of these stereotypes. The reason for analysis is to determine if stereotypes have an influence on academic achievement in math. The goal is to identify these threats and see if they exist when students are taking a math test. The research will look at the female student's abilities and determine whether or not a stereotype has an effect on their achievements during math tests. Research will also evaluate whether or not eating breakfast also played a role on the testing outcome in addition to the gender stereotype threat. Stereotypes When looking at stereotypes, gender stereotypes do exist. However, there are other stereotypes that also are threatening. Some of these may include and are not limited to age, ethnicity, regional environment, culture, religion, race and others. All of the pressures of stereotypes may then have impacts on learning, functioning, relating to others, self concept or simply just existing in life. Stereotypes are simply ingrained into society as part of the norm. For example, magazines portray women as glamorous and thin. When exposed to that stereotype for so long, it tends to create a social schema in which women may start to believe that this particular portrayal may be true. When looking at the interferences that may exist due to a stereotypical threat on women in math, there is significant research that addresses this particular topic. Method When conducting the research, 84 participants were part of the study group. AL l were female ranging in the age of 17-42 years old. All members of the study group were either found on or near the campus of Brooklyn College. All participants were evaluated between the times of 10 a.m. and 12:30 p.m. There were two independent variables tested. The first was whether or not participants had eaten what they considered to be a good breakfast that morning. The second independent variable was whether or not a participant had received a stereotype inducing questionnaire. All participants were given a math quiz consisting of 20 math questions. Following the quiz, they were given a survey in which they were asked their age, education level, what their breakfast consisted of and if it was a “good” breakfast. Participants all received the instructions that they were given three minutes to solve as many math problems as possible. They were instructed to not rush and were not expected to complete all of the problems. The goal of the experiment is to measure accuracy. The study group was also instructed to not skip any problems and if they did not know an answer, they were instructed to guess. The experimental stereotype conditioned group were also told this, “This test has displayed gender differences, exhibiting lower scores from women than men.” The control group were told, “This test has displayed no gender differences; scores between men and women have been relatively equal.” The stereotype condition were also told to circle their gender on the quiz prior to starting it in order to make them think that gender was a factor. Results We hypothesized that those who eat breakfast would perform better on our math quiz than those who did not eat breakfast. We further hypothesized that those under stereotype threat would perform more poorly than those not under stereotype threat. Also, we hypothesized that eating breakfast would lessen stereotype threat, since homeostasis would be better maintained with those who consumed food. We found a main effect difference between the condition under stereotype threat, and the condition not under stereotype threat (F (1,83) = 4.137, p Read More