Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers

Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers

Research in undergraduate education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. My research efforts aimed to reduce achievement gaps by mediating the impact of stereotype threat in introductory scienc...

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Main Author: Lauer, Shanda Deleen
Format: Others
Published: North Dakota State University 2017
Online Access:https://hdl.handle.net/10365/27119
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spelling ndltd-ndsu.edu-oai-library.ndsu.edu-10365-271192021-10-02T17:09:22Z Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers Lauer, Shanda Deleen Research in undergraduate education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. My research efforts aimed to reduce achievement gaps by mediating the impact of stereotype threat in introductory science classrooms with a short, values-affirmation writing exercise. The purpose of this research was to (1) investigate and compare the performance of women and men across introductory science sequences (biology, biochemistry, physics), (2) document endorsement of stereotype threat, (3) investigate the utility of a values-affirmation writing task in reducing achievement gaps, (4) provide a meta-analysis of triggers causing stereotype threat, and (5) advise classroom practices to avoid stereotype threat. In this study, analysis of final grades and normalized learning gains on concept inventories revealed no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. National Science Foundation (NSF) NDSU Advance/FORWARD Program 2017-12-20T20:43:41Z 2017-12-20T20:43:41Z 2013 text/thesis https://hdl.handle.net/10365/27119 NDSU Policy 190.6.2 https://www.ndsu.edu/fileadmin/policy/190.pdf application/pdf North Dakota State University
collection NDLTD
format Others
sources NDLTD
description Research in undergraduate education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. My research efforts aimed to reduce achievement gaps by mediating the impact of stereotype threat in introductory science classrooms with a short, values-affirmation writing exercise. The purpose of this research was to (1) investigate and compare the performance of women and men across introductory science sequences (biology, biochemistry, physics), (2) document endorsement of stereotype threat, (3) investigate the utility of a values-affirmation writing task in reducing achievement gaps, (4) provide a meta-analysis of triggers causing stereotype threat, and (5) advise classroom practices to avoid stereotype threat. In this study, analysis of final grades and normalized learning gains on concept inventories revealed no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. === National Science Foundation (NSF) === NDSU Advance/FORWARD Program
author Lauer, Shanda Deleen
spellingShingle Lauer, Shanda Deleen
Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
author_facet Lauer, Shanda Deleen
author_sort Lauer, Shanda Deleen
title Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
title_short Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
title_full Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
title_fullStr Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
title_full_unstemmed Stereotype Threat in the Introductory Science Classroom: Investigating Its Existence and Triggers
title_sort stereotype threat in the introductory science classroom: investigating its existence and triggers
publisher North Dakota State University
publishDate 2017
url https://hdl.handle.net/10365/27119
work_keys_str_mv AT lauershandadeleen stereotypethreatintheintroductoryscienceclassroominvestigatingitsexistenceandtriggers
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