As science moves forward, researchers are findings ways to combat cultural norms and the effects of biases on individuals. Historically, females and minorities have bore the burden of many of these negative ideas of identity. One area in particular where women are shown at a deficit is their attitudes, anxiety, and underperformance in mathematics (Gunderson, Ramirez, Levine, & Beilock, 2012). Researchers hypothesize female performance and aversion toward math stems from anxiety associated with stereotype threat. Stereotype threat is the perception of being viewed negatively by others as part of a stereotype group (Shapiro, Williams, & Hambarchyan, 2013). Scientists have worked diligently to study this phenomenon and to find ways to intervene
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In an article by Johns, Schmader, and Martens (2005) the authors set out to test a practical means of reducing stereotype threat by teaching females about the bias. In the experiment, 117 participants were randomly assigned to a) a problem solving condition, b) a math test condition, or c) a teaching intervention condition (Johns, Schmader, & Martens, 2005). In the problem solving condition participants were advised they were to solve a problem to test cognitive ability. In the math test and teaching intervention conditions participants were advised they were to complete a math test to determine gender performance. Additionally, the teaching intervention group received instructions about the possibility of anxiety related to negative stereotype biases, and theses beliefs had nothing to do with actual performance (Johns, Schmader, & Martens, 2005). In the problem solving condition males and females performed about the same, while in the math test condition, women performed worse than men. However, results the teaching intervention condition show merely informing the females of the anxiety associated with stereotype threat were enough to reduce the effect and improve performance (Johns, Schmader, & Marten, 2005). Thus, the authors affirmed their hypothesis and discovered a simple and efficient way of dealing with effects from stereotype …show more content…
In the experiment conducted, researchers were careful to control for any internal validity issues, aside from the use of a convenience sampling (Johns, Schmader, & Marten, 2005). However, an external validity problem occurs when looking at the actual theory of stereotype threat and the result findings said to mitigate the effect. An initial argument could be made that due to research being conducted within a controlled setting and using a small sample size of students, researchers have excluded a real world explanation for the phenomenon. Contrarily, recent research has shown even in naturalistic environments, stereotype threat does exist and can be empirically measured (Rothgerber & Wolsiefer, 2014). Additionally, stereotype threat has been shown to affect any group of stigmatized people (Nguyen & Ryan, 2008). According to Shapiro, Williams, and Hambarchyan (2012) authors such as Johns, Schmader, and Marten have been instrumental in leading to advances in the demonstration and efficacy of techniques for quelling affects from stereotype
In an article by Johns, Schmader, and Martens (2005) the authors set out to test a practical means of reducing stereotype threat by teaching females about the bias. In the experiment, 117 participants were randomly assigned to a) a problem solving condition, b) a math test condition, or c) a teaching intervention condition (Johns, Schmader, & Martens, 2005). In the problem solving condition participants were advised they were to solve a problem to test cognitive ability. In the math test and teaching intervention conditions participants were advised they were to complete a math test to determine gender performance. Additionally, the teaching intervention group received instructions about the possibility of anxiety related to negative stereotype biases, and theses beliefs had nothing to do with actual performance (Johns, Schmader, & Martens, 2005). In the problem solving condition males and females performed about the same, while in the math test condition, women performed worse than men. However, results the teaching intervention condition show merely informing the females of the anxiety associated with stereotype threat were enough to reduce the effect and improve performance (Johns, Schmader, & Marten, 2005). Thus, the authors affirmed their hypothesis and discovered a simple and efficient way of dealing with effects from stereotype …show more content…
In the experiment conducted, researchers were careful to control for any internal validity issues, aside from the use of a convenience sampling (Johns, Schmader, & Marten, 2005). However, an external validity problem occurs when looking at the actual theory of stereotype threat and the result findings said to mitigate the effect. An initial argument could be made that due to research being conducted within a controlled setting and using a small sample size of students, researchers have excluded a real world explanation for the phenomenon. Contrarily, recent research has shown even in naturalistic environments, stereotype threat does exist and can be empirically measured (Rothgerber & Wolsiefer, 2014). Additionally, stereotype threat has been shown to affect any group of stigmatized people (Nguyen & Ryan, 2008). According to Shapiro, Williams, and Hambarchyan (2012) authors such as Johns, Schmader, and Marten have been instrumental in leading to advances in the demonstration and efficacy of techniques for quelling affects from stereotype