Year: 2012
Type: dissertation
Abstract: Students experience many changes during the transition to college.This transition may negatively affect a student's school and math self-concept, particularly when their gender group is negatively stereotyped in the academic domain (e.g., women in math).In this study, college students were primed to think about an academic transition or a daily routine.Then participants were primed with gender stereotype threat or no threat followed by a math task.Results found women rated their math self-concept lower than men.Women also scored lower on the math task than men.This is consistent with previous research when women face stereotype threat, suggesting that our "no threat" manipulation was ineffective in the math task.Although a manipulation check suggested that the transition prime did not make students feel explicitly more "in transition," there was a marginally significant interaction between gender, transition manipulation, and type of self-concept scores.As hypothesized, women reported lower math self-concept scores than men only in the transition condition; no gender differences emerged in school self-concept scores.In future research this experiment could be tested on students transitioning to secondary school.
Author: Leslie Monheit
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W92158603