STEMMING THE TIDE: Coping with Stereotype Threat In Math & Science Learning Matthew S. McGlone...
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Transcript of STEMMING THE TIDE: Coping with Stereotype Threat In Math & Science Learning Matthew S. McGlone...
STEMMING THE TIDE:
Coping with Stereotype Threat In Math & Science Learning
Matthew S. McGloneDepartment of Communication Studies
The University of Texas at [email protected]
Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been fertilized by education; they grow there, firm as weeds among the rocks.
- Charlotte Bronte (1851)
I told my literary agent I want to help middle-school girls stay interested in math and be good at it, and see it as friendly and accessible and not this scary thing. Everyone else in society tells them it's not for them. It's for nerdy white guys with pocket protectors. This is how 75 percent of all science is depicted on television.
The message they're getting instead is: It's really cool to be dumb. Look at Jessica Simpson. She's famous for being dumb. I guess it started with Marilyn Monroe, and she actually wasn't that dumb, but that's how she was perceived -- and that's what got popular.
- Danica McKellar (2007)
Underachievement of Black and Latino Students
Post-education: overrepresented in US Prison Post-education: overrepresented in US Prison population; clear link to underperformancepopulation; clear link to underperformance
in schoolin school
College: approximately 1/2 as likely to go as College: approximately 1/2 as likely to go as European American students; about 2x as European American students; about 2x as
likely to drop out if they dolikely to drop out if they do
High School: high drop out rates; no High School: high drop out rates; no improvement since No Child Left Behindimprovement since No Child Left Behind
K-12: Lower standardized test scores and K-12: Lower standardized test scores and grades; gap widens as students grades; gap widens as students
move through schoolmove through school
Underachievement of Girls and Women in STEM Education
Graduate School: while outperforming men in all other Graduate School: while outperforming men in all other areas of academia, women earn less than 25% of areas of academia, women earn less than 25% of
advanced degrees in STEM fieldsadvanced degrees in STEM fields
College: women perform worse on standardized tests College: women perform worse on standardized tests of mathematics but do well in their courses; far fewer of mathematics but do well in their courses; far fewer
choose STEM majorschoose STEM majors
Middle School: girls earn equally high grades but Middle School: girls earn equally high grades but begin to lose confidence in math abilities; test score begin to lose confidence in math abilities; test score
gap on standardized tests emergesgap on standardized tests emerges
K-12: girls perform at or above the same level as boys K-12: girls perform at or above the same level as boys on tests and in school, but show less intrinsic interest on tests and in school, but show less intrinsic interest in spatial tasks and hypothetico-deductive reasoningin spatial tasks and hypothetico-deductive reasoning
Common Explanations for Ethnic Academic Achievement Gaps
1. Lower innate intelligence of ethnic minorities
– Rushton (1984): more offspring / less nurturing low intelligence
– Herrnstein & Murray (1989): The Bell Curve
– DNA pioneer James Watson (2008): “Gloomy prospects for Africa”
Common Explanations for Ethnic Academic Achievement Gaps
1. Lower innate intelligence of ethnic minorities
– Rushton (1984): more offspring / less nurturing low intelligence
– Herrnstein & Murray (1989): The Bell Curve
– DNA pioneer James Watson (2008): “Gloomy prospects for Africa”
2. Poverty lower skills and preparation
Common Explanations for Ethnic Academic Achievement Gaps
1. Lower innate intelligence of ethnic minorities
– Rushton (1984): more offspring / less nurturing low intelligence
– Herrnstein & Murray (1989): The Bell Curve
– DNA pioneer James Watson (2008): “Gloomy prospects for Africa”
2. Poverty lower skills and preparation
3. Cultures that encourage anti-intellectualism, characterize academic success as “acting white”
Common Explanations for Sex-Based
STEM Achievement Gaps 1. Biology
• Geary (1998): evolutionary pressures yield sexual dimorphism in reasoning and communication abilities
• Baron-Cohen (2001): prenatal testosterone levels shape male (systemizing) vs. female (empathizing) brains
Common Explanations for Sex-Based
STEM Achievement Gaps 1. Biology
• Geary (1998): evolutionary pressures yield sexual dimorphism in reasoning and communication abilities • Baron-Cohen (2001): prenatal testosterone levels shape male (systemizing) vs. female (empathizing) brains
2. Socialization• McGillicuddy-De Lisi (1998): girls receive less encouragement to pursue STEM studies than boys
Common Explanations for Sex-Based
STEM Achievement Gaps 1. Biology
• Geary (1998): evolutionary pressures yield sexual dimorphism in reasoning and communication abilities • Baron-Cohen (2001): prenatal testosterone levels shape male (systemizing) vs. female (empathizing) brains
2. Socialization• McGillicuddy-De Lisi (1998): girls receive less encouragement to pursue STEM studies than boys
3. Nature-Nurture Interaction• “…by nature implanted, for nurture to enlarge” (Merchant Taylor’s School Headmaster Richard Mulcaster, 1581)
Human intelligence is among the most fragile things in nature. It doesn’t take much to distract it, suppress it, or even annihilate it.
– Neil Postman (1990)
• Interpersonal “chemistry” – rapport affects intellectual engagement in conversation; the more
comfortable we are in another’s presence, the more witty we appear to them and to observers (McGlone & Aronson, 1997)
Social Factors Influence Intellectual Performance
• Interpersonal “chemistry” – rapport affects intellectual engagement in conversation; the more
comfortable we are in another’s presence, the more witty we appear to them and to observers (McGlone & Aronson, 1997)
• Self-presentational concerns– evaluation apprehension (Cottrell, 1972)
Social Factors Influence Intellectual Performance
• Interpersonal “chemistry” – rapport affects intellectual engagement in conversation; the more
comfortable we are in another’s presence, the more witty we appear to them and to observers (McGlone & Aronson, 1997)
• Self-presentational concerns– evaluation apprehension (Cottrell, 1972)
• Self-fulfilling prophecies– Pygmalion Effect: Students’ academic performance influenced by
teachers’ positive or negative expectations (Rosenthal, 1968)– Stereotype / Social Identity Threat
Social Factors Influence Intellectual Performance
Psychological discomfort people experience when they are concerned about a) being judged in terms of a negative social or personal stereotype or b) doing something that would inadvertently confirm the stereotype.
Stereotype/Social IdentityThreat
stereotypeis salient
apprehension,distraction
intellectualdisruption
resemblestereotype
Stereotype Threat Scenarios
black students making class presentation to white students, teachergirls, women taking math tests
men pursuingnursing degrees
male prof lecturing on sexist communication at Bryn Mawr
Stereotype Threat Scenarios
The “Tongue-Tied Technocrat” Stereotype Threat Hypothesis (Fallows, 2004; Aronson & McGlone, 2008)
Dan Quayle, 1992 George W. Bush, 2008
Stereotype Threat and Speech Anxiety
…in 1994, Bush was eloquent. He spoke quickly and easily. He rattled off complicated sentences and brought them to the right grammatical conclusions. He mishandled a word or two, but fewer than most people would in an hour's debate. More striking, he did not pause before forcing out big words, as he so often does now, or invent mangled new ones. (James Fallows, Atlantic Monthly, 2004).
Bush-Richards Debate, 1994 Bush-Kerry Debates, 2004
Stereotype Threat and Academic Achievement
• ST is a situational phenomenon that can account for a significant portion of ethnic and gender gaps in test performance and academic achievement.
• ST elicited by cues operating in the classroom and/or testing context.
Cues to Stereotype Threat: Test Framing
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4
7
10
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Te
st
Pe
rfo
rma
nc
e(c
on
tro
llin
g f
or
SA
T)
Verbal Ability Class Exercise
Test Description
Racial Differences in Verbal Performance
White
Black
Steele & Aronson (1995)Steele & Aronson (1995)Journal of Personality and Social PsychologyJournal of Personality and Social Psychology
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20
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60
80
100
Te
st
Pe
rfo
rma
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e(c
on
tro
llin
g f
or
SA
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Math Ability ProblemSolving
Test Description
Gender Differences in Math Performance
Men
Women
Johns, Schmader, & Martens (2005)Johns, Schmader, & Martens (2005)Psychological SciencePsychological Science
Cues to Stereotype Threat: Identity Salience
woman Latina daughter sister aunt Houstonian UT student biology major athlete girlfriend
Situationally salientidentity can boostor impair intellectualperformance
AscribedVs.
AchievedIdentities
Vandenberg Mental Rotation Test (MRT)
• produces largest documented gender gap in any cognitive ability (Halpern, 1992; De Lisi, 2001)
• a meta-analysis containing 286 data sets and 100,000 participants found a highly significant male advantage for mental rotation (d = .9); this pattern remains stable across age and has decreased little in recent years.
Identity Salience Influences Women’s Mental Rotation Performance
5
10
15
20
25
GENDER "ELITE COLLEGE" STUDENT CONTROL
MR
T S
CO
RE
WOMEN
MEN
McGlone & Aronson (2006). Journal of Applied Developmental Psychology.
Identity Salience Influences Women’s Mental Rotation Performance
5
10
15
20
25
GENDER "ELITE COLLEGE" STUDENT CONTROL
MR
T S
CO
RE
WOMEN
MEN
McGlone & Aronson (2006). Journal of Applied Developmental Psychology.
Identity Salience Influences Women’s Mental Rotation Performance
5
10
15
20
25
GENDER "ELITE COLLEGE" STUDENT CONTROL
MR
T
SC
OR
E
WOMEN
MEN
McGlone & Aronson (2006). Journal of Applied Developmental Psychology.
Cues to Stereotype Threat: Recent Exposure to Stereotype Info.
Effects on Women’s Leadership Preference
Davies, Spencer, Quinn, & Gerhardstein (2002) Personality and Social Psychology Bulletin Davies, Spencer, & Steele (2005) Journal of Personality and Social Psychology
1
2
3
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5
6
7
Rol
e P
refe
renc
es
Neutral Stereotypic
Subordinate role
Leadership role
TV Commercials
1
2
3
4
5
6
7
Car
eer
Pre
fere
nces
Neutral Stereotypic
Language careers
Math careers
Effects on Women’s Career Preferences
TV Commercials
Cues to Stereotype Threat• Framing assessment as a measure of ability• Stigmatized social identities made salient• Recent exposure to stereotype information
ST effects shown for:• All educational levels (elementary, middle, high
school, college)• ethnic minorities AND majorities targeted by negative
intellectual stereotypes• girls, women in STEM learning contexts
Conclusions from ~ 200 Published Studies on Stereotype Threat
• Impairment occurs both on tests and in terms of GPA
• Impairment on tests results from anxiety, reduced working
memory capacity; impaired self-regulation; not typically a
function of giving up
• fMRI studies show that threat elicits high amygdala activation
• Can affect elite or non-elite students
• Can arise as a function of simply mixing students
• Leads women to express less interest in math and science, and
even bifurcate their identities
Reducing Stereotype ThreatSolution 1: Provide Role Models
0
5
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15
20
Ma
th T
es
t A
cc
ura
cy
(co
rre
cte
d f
or
SA
T)
Male Tutor /Adminstrator
Female Tutor /Adminstrator
MenWomen
Marx & Roman (2002)Marx & Roman (2002)Personality and Social Psychology BulletinPersonality and Social Psychology Bulletin
Reducing Stereotype ThreatSolution 2: Threat Inoculation through Education
• Train our educators to be ‘wise mentors’– discuss, challenge stereotypes among students– set high standards but assure students that they can meet them
• Emphasizing skill over ability– highlight that learning is an incremental process
• Fostering a sense of belonging – help students reappraise the meaning of adversity
6065707580859095
100
End of the Year
Math Test Performance
Intelligence isIncremental
ExperiencingDifficulty is
Normal
Control
Type of Intervention
Males
Females
Good, Aronson, & Inzlicht (2003) Good, Aronson, & Inzlicht (2003) Applied Developmental PsychologyApplied Developmental Psychology
Reducing Stereotype ThreatSolution 2: Threat Inoculation through Education
Reducing Stereotype ThreatSolution 2: Threat Inoculation through Education • Teaching our educators to be ‘wise mentors’
– speak out against the stereotype– set high standards but assure students that they can meet them
• Emphasizing skill over ability– highlight that learning is an incremental process
• Fostering a sense of belonging – help students reappraise the meaning of adversity
• Unveiling the effects of stereotype threat– point out that stereotype threat is an external explanation for anxiety
0
20
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60
80
100
Acc
ura
cy o
n M
ath
Ite
ms
Math Ability Test
Problem SolvingTask
Math AbilityTest + STBriefing
Men
Women
Teaching about Stereotype Threat Inoculates Students Against Its Effects
McGlone & Aronson (2007).McGlone & Aronson (2007). Communication Education Communication Education
Reducing Stereotype ThreatSolution 3: Recognize that Standardized Tests
are Two-Way Communication Channels
0
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Inquiry Before Inquiry After
AP
For
mul
a Sc
ore
Female
Male
ETS Study: Asking Gender Before AP Calculus Test Hurts Girls, Helps Boys (Stricker, 2004)
Danaher and Crandall (2008)Reanalysis of Stricker’s data
“Female students benefited substantially on the calculus test when demographics were asked after testing rather than before. This simple, small, and inexpensive change could increase U.S. girls receiving AP Calculus credit by more than 4,700 every year” (p. 293).
Implications For our Work as Teachers
• Understand and teach students that intelligence,
performance, motivation are fragile; learn to expect
ups and downs
• Teach students that their abilities can expand
• Expose students to role models who, like them,
experience difficulties but overcome• Use cooperative group work; reduce competition• Give feedback in ways that don’t undermine
motivation; high standards and support to meet standards
Comments and questions are welcome! Please send them to:
Matt McGloneDepartment of Communication StudiesThe University of Texas at Austin1 University Station A1105Austin, TX 78712e-mail: [email protected] Phone: 512-471-1920
Thanks!