Award Date

12-2010

Degree Type

Thesis

Degree Name

Master of Science in Educational Psychology

Department

Educational Psychology

First Committee Member

Rebecca Nathanson, Chair

Second Committee Member

Gita Taasoobshirazi

Third Committee Member

Gregory Schraw

Graduate Faculty Representative

William Cross

Number of Pages

43

Abstract

This study examined the notion that stereotype threat experiments can be influenced through linguistic manipulation. The cueing of a phrase (whether stereotypical or non-stereotypical) can produce performance differences between groups, rather than cueing of a stereotype, as used in previous research. Participants (n=95) mostly Caucasian females (68%) ranging in age from 18-45 (M=22.7). The design involved three groups and participants were randomly assigned in order to control for consequential affects. The control group received no verbal cues. The stereotypical group received a stereotypical cue (i.e. men tend to do better on this test than women). The counter-stereotypical group received a false stereotypical cue (i.e. women tend to do better on this test than men do). After cueing, all participants completed a math test. The General Record Examination (GRE) was used and the dependent measure was the participant’s score on the test. The results of an F test show there was no interaction between the group assignment (assigned cue) and test score in relation to number of items attempted (F(2, 94) = .968, p>.05), correct (F(2, 94) = .193, p>.05) and the difference between correct/attempted(F(2,94)=1.450,p>.05).

Keywords

Combating; Mathematics – Examinations; Stereotype threat; Stereotypes (Social psychology); Verbal cue; Women

Disciplines

Developmental Psychology | Educational Psychology | Science and Mathematics Education

Language

English


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