The Impact of Stereotype Threat on Women's Academic Performance in STEM: A Meta-Analysis

• In Event: Women in STEM Across Postsecondary Education Sectors

Abstract

This meta-analysis assessed the impact of stereotype threat on women’s mathematics exam performance in undergraduate STEM education. Findings revealed that women in stereotype threat conditions performed less well on mathematics assessments than women in control conditions (g = |.61|). Moderator analyses showed no effect of contextual setting on mathematics assessment performance; however, sample sizes were small. This study suggests stereotype threat has a small impact on women’s mathematics exam performance, however publication bias may have overestimated this effect. The results of this study are similar to previous meta-analyses on the impact of stereotype threat, suggesting the overall effect is plausible.

Authors

• Ariel Steele, Auburn University

• Laura Parson, North Dakota State University