Research Question– Is there a relationship between educatingwomen about stereotype threat and enhancing performance in stereotype-relevanttasks? Hypotheses – Acknowledgementof stereotype threat enhance performance in stereotype-relevant tasks.  Theoreticalframework – Studies have found that a reminder ofstigmatized identity on a stereotype-relevant task to women or minorities tendto weaken their performance.

Existing research has discovered some strategiesto deal with stereotype threat. For example, exposing to positive role model,testing in same-sex environment and also guidance to view intelligence as amalleable trait in a threatening stereotype conditions. Besides, past researchhas suggested that situational explanation for arousal would helped to reducestereotype threat and also preventing poor performances.

Additionally, anotherpast research indicated that stereotype threat can be reduced when givensituational attribution to a stigmatized individual. This is because during astereotype-relevant task, this could provide stigmatized-individual an externalattribution for their anxiety as they have a better understanding regarding theeffects of stereotype threat. Therefore, helping them to avoid thoughts ofinabilities to perform well in stereotype-relevant tasks. General Method– There were a total of 117 finalized participants (75 women and 42 men), who areintroductory statistics student, volunteered for extra credit. They were randomlyassigned to one of the three conditions in a 2 (gender) x 3 (tests). Thisexperiment is supervised by either a male or female experimenter. Theexperimenter would play an audio-recorded description of the study during theconditions and different instruction were given respectively. The firstcondition was problem-solving condition, where the participants were told tocomplete an exercise to study cognitive processes.

The second condition ismath-test condition, participants were asked to complete a test to study genderdifferences in mathematics performance, whereas the last condition,teaching-intervention condition, which is the same as the math-test condition,but in this condition researcher will inform the participants about negativeeffects about stereotype threat and includes an explanation about women’sanxiety and true abilities. After that, participants were asked to complete aquestionnaire with two manipulation checks. Using 7-point scales, participantsrated on the perception on male researcher thought gender stereotype couldweaken performance on a test, and their perception on how the researcher predictedmen and women would differ in performances. Lastly, participants were told torate whether gender stereotype have influences on anxiety when tests to assessattribution.  Findings –  Future Research –Write & justify future research herebased on what the lead paper you have chosen has found. PracticalImplications – As people would more likely toimprove performing tasks if they were told about the stereotype threat,therefore this can be practiced in classrooms and even workplace, majorindustries or institutions. For students, they will be advised, thus helpingthem to improve in academics, curricular activities, and sport activities inschool.

For instance, it is not only girls could do well in academics and boysonly do well in sports. Besides, in workplace, it is not only men who iscapable of high positions of qualifications in the company, women might haveoutperformed men in that particular field. It is rather fair to open up ourminds, to think that all genders may be capable of doing anything.

This wouldhelp to prevent bias among genders and not just labelling them according togender stereotypes.  

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