ArticleContemporary educational psychology2021
The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEM.
Article in Contemporary educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 44 citations in OpenAlex.
- Body creams and electric screwdrivers: how counter-stereotypical but trivial tasks trigger gender identity threat.Frontiers in psychology · 2025Article
- How students taking introductory biology experience the chemistry content.Journal of microbiology & biology education · 2024Article
- Do Performance Goals and Fixed Mindset Explicate the Relations Between Stereotype Threat and Achievement? Examining Differences Between Racially Marginalized and White Students in STEM.Learning and individual differences · 2024Article
- Promoting inclusivity in ecology, evolution, and behavioral biology education through course-based undergraduate research experiences.Bioscience · 2024Article
- Does students' awareness of school-track-related stereotypes exacerbate inequalities in education?NPJ science of learning · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 4 institutions in 3 countries.
Funding
Abstract
Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students' stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.