Threat Effects Of Math-Gender Stereotype For Junior High School Students

This paper explored:(1) Does Junior high school student has Gender Stereotypesand Math-Gender Stereotypes;(2) Does Stereotype Threat have an impact on Junior highschool student’s math studying and examination.The subjects of research one are100Junior high school students who come fromDing Zhang Middle School of Yun Cheng. I use revised Liu Xuan (2007)“Adolescentgender stereotypes Scale”and revised SEB (Stereotypic Explanatory Bias) questionnairemeasured whether Junior high school student has Gender Stereotypes and Math-GenderStereotypes.The subjects of research two are124Junior high school students who come fromExperimental Middle School of Yun Cheng. I distributed high school students in the testsituation with threat or with not threat, exploring whether the manipulation of testscenarios for students to play (score) had a significant impact.Main results and conclusion:1. The junior high school students were tested on all items are significantly p<0.001,Gender differences on the men subscales (trait1: p<0.001; Occupation1: p<0.001) andthe female subscale (Trait2: p<0.05; behavior2: p<0.001) were significant performance;This suggests that there are significant gender stereotypes in junior high school that group,namely, that certain characteristics or properties are unique to men or women. Junior highgender stereotypes there are significant gender differences, That boys and girls havedifferent views on certain characteristics or attributes when classified as male or femaleare unique;2. Junior high school students were tested on SEB1score: Mmale<Mgirls, p>0.05, OnSEB2score: Mmale<Mgirls, p>0.05; Indicates that there are significant mathematics injunior high school students in this Group-Gender stereotypes, It shows that boys arebetter at math than girls. Junior high school Math-Gender stereotypes there is nosignificant gender differences, that boys and girls think that boys are better at math thangirls;3. Junior high school students were tested in threatening and Non-Threatening mathematics test scores: Mthreat(65.84)<Mnon-threatening(70.40), p<0.05; This suggests thatMathematics-Gender stereotype threat caused a significant negative impact on the juniorhigh school subjects in mathematics test performance.