| This study examined how using a mental control strategy in conjunction with the removal of stereotype threat may boost female math ability test performance in a simulated applicant setting. Participants were given either diagnostic or non-diagnostic instructions and told to either suppress or concentrate on a positive, math-related thought or given no mental control instructions. Counter to stereotype threat theory, no stereotype threat effect was found, regardless of the difficulty of the items, which types of analyses were used, or prior math ability of the participants. In addition, gender identity and domain identity did not interact with stereotype threat. However, those high in prior math ability scored higher on the math test when no mental control strategy was given. Explanations for the null findings and additional ways to increase female math ability test performance are discussed. |
