Enhanced social identity as a stereotype threat intervention? Charlotte Pennington, Department of Psychology, Edge Hill University @cpennington92 @PsyPAGQuarterly penninc@edgehill.ac.uk

Women in Mathematics Women represent only 25% of doctoral degree holders in mathematics (National Science Foundation, 2013) They are also are less likely to enter math-intensive careers, constituting only 17% of mathematics university faculties (NSF, 2008; US Department of Education, 2015). The issue of sex differences in mathematical achievement is therefore a pressing concern for those aiming to increase women’s representation and participation in math (Reilly et al., 2014). Explanations for women’s underachievement? Research persistently shows that women underperform in mathematics compared to men. This leads to the underrepresentation of women in mathematical domains.

Stereotype Threat A situational phenomenon whereby members of negatively stigmatized groups underperform in stereotype-salient testing environments (Steele & Aronson, 1995). Spencer, Steele, & Quinn (1999) - women in mathematics. Most research conceptualizes stereotype threat as a singular construct, experienced similarly across individuals, groups and situations. Coined by Steele and Aronson (1995) stereotype threat is a situational phenomenon whereby individuals underperform in stereotype-salient testing environments. ?

Multi-threat framework Self Group Coined by Steele and Aronson (1995) stereotype threat is a situational phenomenon whereby individuals underperform in stereotype-salient testing environments. Personal Identity Social Identity

Minority status Previous research also demonstrates that the gender composition of a classroom may impair women’s maths performance (Ben-Zeev & Inzlicht, 2000). Females underperform in the presence of males Co-educational classrooms may increase gender-stereotyping and hamper women’s achievement in maths. Same-sex testing environments may therefore eliminate stereotype threat However, they may also influence a fixed mindset. Underrepresentation of females in math = minority status Indeed, the underrepresentation of females in mathematics may attract a disproportionate amount of attention to one’s social identity and increase feelings of responsibility for representing one’s group (Saenz, 1994). Minority situations may be particularly problematic for females because they operate under the burden of negative stereotypes (Inzlicht & Ben-Zeev, 2003). As such, females in math and science classrooms may have to contend with societal stereotypes regarding their prescribed inferiority in comparison to males.

Research Questions 1), Does stereotype threat operate through qualitatively distinct pathways that target either the self or the social group? 2), Does manipulating the group composition of a testing environment eliminate stereotype threat effects? 3), What influence do same-sex testing environments exert on women’s mindset? Rationale comes from research on single-sex classrooms. Research suggests that single-sex classrooms may reduce gender-stereotypical attitudes and improve females’ mathematical attainment. However, research has also suggested that they may foster fixed mindsets as females believe they have been segregated from males for a reason.

Method Conditions Composition Outcomes Self-as-target Alone Maths Performance Group-as-target N = 144 female participants Group (3-5) Mindset Control

Method Self-as-target: There is a negative stereotype that females have less mathematical aptitude comparative to males. You are a female and this maths exam is therefore diagnostic of your personal mathematical ability. Group-as-target: There is a negative stereotype that females have less mathematical aptitude comparative to males. This maths exam is therefore diagnostic of females’ mathematical ability.

Results: Math Performance Female participants solved fewer problems when they were primed with a self-as-target stereotype Same effect was observed for a group-as-target stereotype No differences as a function of experimental condition when females were tested in groups Females primed with a self-as-target and group-as-target stereotype solved fewer problems when tested alone compared to in a group. 3 (condition) x 2 (solo status, group) Analysis of Covariance on females’ math scores and self-reported mindset. Controlled for self-reported math skill and domain identification. Results revealed an interaction between experimental condition, group composition and math performance. Females solved fewer math problems when they were primed with a self-as-target stereotype and tested alone compared to females in the control condition. The same effect was also observed for females primed with a group-as-target stereotype. Females primed with a self-as-target and group-as-target stereotype solved fewer problems when tested alone compared to in a group. No differences as a function of experimental condition when females were tested in groups

Results: Mindset Females reported a weaker growth mindset when they were tested alone and primed with a self-as-target or group-as-target stereotype relative to those in the control condition. Females reported a weaker growth mindset when they were tested in groups compared to when they were tested alone Counterintuitive?

Discussion Previous research demonstrates that a discredited social identity may exacerbate stereotype threat. Yet, this research shows that heightened social identity (a critical mass) may protect against stereotype threat Same-sex testing environments may bolster women’s mathematical performance But same-sex testing environments may influence a fixed mindset Lessen gender stereotyping.

Implications & Future Directions Co-educational and same-sex schooling Future research with schools to examine students’ academic attainment in mathematics as a function of single-sex and mixed sex classrooms A view to study additional variables such as mindset and gender stereotyping in a real world environment Researchers should be cognizant of the advantages and limitations of same-sex classrooms. Lessen gender-stereotypes Influence a fixed mind set

penninc@edgehill.ac.uk @cpennington92