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      Smart Girls, Dumb Boys!? : How the Discourse on “Failing Boys” Impacts Performances and Motivational Goal Orientation in German School Students

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          Abstract

          We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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          Most cited references 41

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          Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.

          A meta-analysis of stereotype threat effects was conducted and an overall mean effect size of |.26| was found, but true moderator effects existed. A series of hierarchical moderator analyses evidenced differential effects of race- versus gender-based stereotypes. Women experienced smaller performance decrements than did minorities when tests were difficult: mean ds = |.36| and |.43|, respectively. For women, subtle threat-activating cues produced the largest effect, followed by blatant and moderately explicit cues: ds = |.24|, |.18|, and |.17|, respectively; explicit threat-removal strategies were more effective in reducing stereotype threat effects than subtle ones: ds = |.14| and |.33|, respectively. For minorities, moderately explicit stereotype threat-activating cues produced the largest effect, followed by blatant and subtle cues: ds = |.64|, |.41|, and |.22|, respectively; explicit removal strategies enhanced stereotype threat effects compared with subtle strategies: ds = |.80| and |.34|, respectively. In addition, stereotype threat affected moderately math-identified women more severely than highly math-identified women: ds = |.52| and |.29|, respectively; low math-identified women suffered the least from stereotype threat: d= |.11|. Theoretical and practical implications of these findings are discussed.
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            Battle of the sexes: gender stereotype confirmation and reactance in negotiations.

            The authors examined how gender stereotypes affect negotiation performance. Men outperformed women when the negotiation was perceived as diagnostic of ability (Experiment 1) or the negotiation was linked to gender-specific traits (Experiment 2), suggesting the threat of negative stereotype confirmation hurt women's performance relative to men. The authors hypothesized that men and women confirm gender stereotypes when they are activated implicitly, but when stereotypes are explicitly activated, people exhibit stereotype reactance, or the tendency to behave in a manner inconsistent with a stereotype. Experiment 3 confirmed this hypothesis. In Experiment 4, the authors examined the cognitive processes involved in stereotype reactance and the conditions under which cooperative behaviors between men and women can be promoted at the bargaining table (by activating a shared identity that transcends gender).
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              Stereotype Lift

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                Author and article information

                Affiliations
                [ 1 ] Department of Educational Science and Psychology, Freie Universität Berlin, Germany
                Author notes
                Martin Latsch, Department of Educational Science and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany, +49 30 8385-6954, +49 30 8385-6959, martin.latsch@ 123456fu-berlin.de
                Journal
                zsp
                Social Psychology
                Hogrefe Publishing
                1864-9335
                2151-2590
                February 2014
                2014
                : 45
                : 2
                : 112-126
                zsp_45_2_112
                10.1027/1864-9335/a000167
                Product
                Self URI (journal-page): https://econtent.hogrefe.com/loi/zsp
                Categories
                Original Article

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