Effects of Implicit Stereotypes, Stereotype Threat, and Performance Motivation Goals on Women’s Math Performance

• In Event: Poster Session 6
  In Poster Session: Learning and Motivation in Social and Cultural Contexts Poster Session 1

Abstract

To better understand the process of stereotype threat, the current study integrates achievement goal theory with insights from implicit association research. The core tenet of this study is that stereotype threat in women increases performance-avoidance goal motivation, which in turn increases worry, which finally decreases performance (i.e., there are multiple mediation effects). In addition, the relationship between stereotype threat in women and performance goal motivation is affected by implicit attitudes about women in mathematics (i.e., a moderation effect). Theoretical implications for stereotype threat, implicit bias, and performance-goal motivation are discussed.

Authors

• Leia Ann Charnin, University of Missouri - Kansas City

• Jacob M. Marszalek, University of Missouri - Kansas City