Knowing Is Half the Battle

@article{Johns2005KnowingIH,
  title={Knowing Is Half the Battle},
  author={Michael Johns and T. Schmader and A. Martens},
  journal={Psychological Science},
  year={2005},
  volume={16},
  pages={175 - 179}
}
We tested whether informing women about stereotype threat is a useful intervention to improve their performance in a threatening testing situation. Men and women completed difficult math problems described either as a problem-solving task or as a math test. In a third (teaching-intervention) condition, the test was also described as a math test, but participants were additionally informed that stereotype threat could interfere with women's math performance. Results showed that women performed… Expand
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392 Citations
Highly Influential Citations
13
Background Citations
108
Methods Citations
12
Results Citations
10

392 Citations

Citation Type

Citation Type

Does Teaching Women About Stereotype Threat Reduce Its Effects on Math Performance
  • Highly Influenced
A lesson not to be learned? Understanding stereotype threat does not protect women from stereotype threat
  • 14
Stereotype Threat Leads to Reduction in Number of Math Problems Women Attempt
  • 17
A stereotype threat intervention that examines causal attributions, self -efficacy, and perceived faculty support
  • 1
  • Highly Influenced
  • PDF
Discounting the Difficult: How High Math-Identified Women Respond to Stereotype Threat
  • 89
STEREOTYPE THREAT, GENDER, AND MATH PERFORMANCE: EVIDENCE FROM THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS
  • 10
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Stereotype threat and inflexible perseverance in problem solving
  • 81
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Creating a critical mass eliminates the effects of stereotype threat on women's mathematical performance.
  • 17
  • PDF
Effects of Stereotype Threat on Simple and Complex Math Tests
1 REDUCING STEREOTYPE THREAT EFFECTS Creating a Critical Mass Eliminates the Effects of Stereotype Threat on Women
  • 2017
  • PDF
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