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Instructional Science : Volume 45, Issue 3, June 2017

Instructional Science : Volume 45, Issue 2, April 2017

“Some explanation here”: a case study of learning opportunities and tensions in an informal science learning environment

Stereotype threat and gender differences in chemistry

Mathematics practice without feedback: A desirable difficulty in a classroom setting

Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks

The effects of different levels of disfluency on learning outcomes and cognitive load

Strategies to reduce the negative effects of spoken explanatory text on integrated tasks

There’s more to the multimedia effect than meets the eye: is seeing pictures believing?

Utilization of design principles for hybrid learning configurations by interprofessional design teams

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Stereotype threat and gender differences in chemistry

Content Provider	Springer Nature Link
Author	Sunny, Cijy Elizabeth Taasoobshirazi, Gita Clark, Lauren Marchand, Gwen
Copyright Year	2016
Abstract	Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.
Starting Page	157
Ending Page	175
Page Count	19
File Format	PDF
ISSN	00204277
Journal	Instructional Science
Volume Number	45
Issue Number	2
e-ISSN	15731952
Language	English
Publisher	Springer Netherlands
Publisher Date	2016-09-08
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Stereotype threat Chemistry Gender differences Self-efficacy Test-anxiety Learning and Instruction Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking

Stereotype threat, test anxiety, and mathematics performance

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

Strength in numbers? Women and mathematics

Computerized adaptive testing, anxiety levels, and gender differences

Mathematics self-efficacy: stereotype threat versus resilience

A new methodology, an old story? Gender differences in the “draw-a-computer-user” test

Path analyses of the relations between self-efficacy, anxiety and academic performance

Stereotype threat and gender differences in chemistry

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