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dc.contributor.advisorMcNall, Laurel
dc.contributor.authorFuller, Nicole
dc.date.accessioned2021-09-08T14:16:58Z
dc.date.available2021-09-08T14:16:58Z
dc.date.issued4/9/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6827
dc.description.abstractStereotype threat occurs when people have anxiety in a situation where they fear may conform to a negative stereotype about their group, which subsequently causes decreased performance. One well-known stereotype states women are not as skilled at math as men. The goal of the current study was to test how to reduce the effects of stereotype threat on women’s performance in mathematics. Fifty male and female college students completed a math test in either a control condition or in one of two stereotype threat reducing conditions (self-affirmation or teaching). Surprisingly, the results show there were no differences in test performance between the three conditions. This is contradictory to previous research; however more research is necessary to find ways to reduce stereotype threat.
dc.subjectBrockport Honors College
dc.subjectPsychology
dc.subjectMath
dc.subjectStereotype Threat
dc.titleDoes Teaching Women About Stereotype Threat Reduce Its Effects on Math Performance?
dc.typethesis
refterms.dateFOA2021-09-08T14:16:58Z
dc.description.institutionSUNY Brockport
dc.description.departmentPsychology
dc.source.statuspublished
dc.description.publicationtitleSenior Honors Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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