The limitations of stereotype threat: Not all math and science women are threatened by stereotypes

This research investigates the ability of women pursuing highly counter-stereotypic domains (e.g., math and sciences) to manage gender stereotypes in math performance contexts. According to Stereotype Threat Theory (Steele, 1995; 1997), the presence of gender stereotypes negatively impacts women's math abilities and this is most likely for women highly invested in math. However, degree of investment is typically measured by SAT scores and general attitudes toward math, which emphasize aptitude and not real investment. The goal of the current research was to demonstrate that if categorized by how domain is stereotypic of women ((highly counter-stereotypic (HCS) (e.g., computer science, chemistry, math), moderately counter-stereotypic (MCS) (e.g., business, accounting, economics), and stereotypic (S) (e.g., education, English, art)), women pursuing HCS domains, because of their strong identification with math, would be least likely affected by gender stereotyping, whereas MCS women would be most vulnerable.;Study 2 tested whether women pursuing HCS domains actually experience stereotype threat when confronted by gender stereotypes. To do this, a stereotype threat experiment compared group performance across two conditions: gender threat or no threat. As expected, HCS women did not show stereotype threat. Rather, MCS women performed significantly poorer when confronted by gender stereotypes.;To further demonstrate HCS women's lack of perceived threat, Study 3 tested self-identification prior to completing the math test. According to research on identity and threat, threatened self-aspects are disavowed when an individual feels personally threatened. Self-identification was compared between threat environments. Results demonstrated that when confronted by gender stereotypes HCS women did not disavow being female. Rather, MCS women were reluctant to identify as female and this identity regulation negatively affected their math performance. Thus in contrast, HCS women displayed confidence in being women and competent in math. These findings are discussed in relation to both the moderation and mechanism of stereotype threat.;Study 1 tested whether women pursuing HCS domains identify most strongly with math. All 3 groups completed a math attitudes questionnaire. Results demonstrated that the groups expressed similar attitudes about the general importance of math, but as predicted women pursuing HCS domains expressed the strongest identification with math testing.