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Students experience many changes during the transition to college. This transition may negatively affect a student s school and math self-concept, particularly when their gender group is negatively stereotyped in the academic domain (e.g., women in math). In this study, college students were primed to think about an academic transition or a daily routine. Then participants were primed with gender stereotype threat or no threat followed by a math task. Results found women rated their math self-concept lower than men. Women also scored lower on the math task than men. As hypothesized, women…mehr

Produktbeschreibung
Students experience many changes during the transition to college. This transition may negatively affect a student s school and math self-concept, particularly when their gender group is negatively stereotyped in the academic domain (e.g., women in math). In this study, college students were primed to think about an academic transition or a daily routine. Then participants were primed with gender stereotype threat or no threat followed by a math task. Results found women rated their math self-concept lower than men. Women also scored lower on the math task than men. As hypothesized, women reported lower math self-concept scores than men only in the transition condition; no gender differences emerged in school self-concept scores.
Autorenporträt
Leslie Monheit is from Fulton, Maryland. She graduated from University of Michigan with a degree in Psychology and a minor in Statistics. After graduation, she moved out west to Denver, Colorado.