Stereotype threat: An examination of domain identification and stereotype endorsement

Stereotype threat theory proposes that individuals who strongly identify with a particular academic domain will exhibit lowered performance in that domain if the possibility exists that performance may be evaluated in light of an existing stereotype (Steele & Aronson, 1995). One relevant stereotype is that males are better at mathematics than females. Stereotype threat theory proposes that the presence of this stereotype will cause females highly identified with mathematics to perform poorer than normal in a situation where they perceive their performance may confirm the truth of the stereotype. The purpose of this study was to examine two assumptions of stereotype threat theory: (1) high identification with the domain in question is required for the stereotype threat to exert its effects, and (2) that acknowledgement of the presence of the stereotype, as opposed to belief in the stereotype, is required. To date, no empirical studies have examined motivational constructs that may be equated to domain identification, nor have other indications of affiliation been examined as alternative methods of domain identification. Finally, little research has been found examining the distinction between acknowledgement of and belief in the stereotype.; Using 336 participants in an experimental investigation, no main effects of gender or stereotype condition were found, but females in the stereotype condition scored higher than their male counterparts, and males in the non-stereotype condition scored higher than their female counterparts. Exploratory factor analysis indicated that mathematics domain identification may be expressed as motivational concepts of self-efficacy and value toward math. Of these, only self-efficacy exhibited a significant relationship to math performance.; Exploratory factor analysis also indicated the ability to distinguish between and measure the constructs of belief and acknowledgement of the females in math stereotype. Neither construct contributed significantly to math performance.; While some of these findings do conflict with those of previous research on stereotype threat, they also suggest avenues for further research into the exact conditions under which stereotype threat may be experienced, as well as various underlying factors that may be involved in the stereotype threat situation.