Stereotype Threat in Applied Settings Re-Examined
Version of Record online: 21 MAY 2008
© 2008 Copyright the Authors. Journal compilation © 2008 Wiley Periodicals, Inc.
Journal of Applied Social Psychology
Volume 38, Issue 6, pages 1639–1655, June 2008
How to Cite
Danaher, K. and Crandall, C. S. (2008), Stereotype Threat in Applied Settings Re-Examined. Journal of Applied Social Psychology, 38: 1639–1655. doi: 10.1111/j.1559-1816.2008.00362.x
- Issue online: 21 MAY 2008
- Version of Record online: 21 MAY 2008
Stricker & Ward (2004) examined stereotype threat with a national sample of students taking an Advanced Placement (AP) Calculus exam, and a smaller sample taking Computerized Placement Tests (CPT). They inquired about gender either before (traditional) or after the test (which can reduce stereotype threat). They reported no significant effects of question timing. We reanalyze their findings, and argue that their conservative criterion for evidence led them to overlook significant stereotype threat effects with real practical implications. Women benefited substantially on the Calculus test, and on the CPT–Reading when demographics were asked after testing rather than before. This simple, small, and inexpensive change could increase U.S. women receiving AP Calculus AB credit by more than 4,700 every year.