ArticlePloS one2022
Stereotype threat, gender and mathematics attainment: A conceptual replication of Stricker & Ward.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Abstract
Stereotype threat has been proposed as one cause of gender differences in post-compulsory mathematics participation. Danaher and Crandall argued, based on a study conducted by Stricker and Ward, that enquiring about a student's gender after they had finished a test, rather than before, would reduce stereotype threat and therefore increase the attainment of women students. Making such a change, they argued, could lead to nearly 5000 more women receiving AP Calculus AB credit per year. We conducted a preregistered conceptual replication of Stricker and Ward's study in the context of the UK Mathematics Trust's Junior Mathematical Challenge, finding no evidence of this stereotype threat effect. We conclude that the 'silver bullet' intervention of relocating demographic questions on test answer sheets is unlikely to provide an effective solution to systemic gender inequalities in mathematics education.
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