The authors thank Brent Bridgeman and Paul R. Sackett for reviewing an earlier draft of the article. Any opinions expressed in this article are those of the authors and not necessarily of Educational Testing Service.
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Stereotype Threat in Applied Settings Re-Examined: A Reply†
Article first published online: 21 MAY 2008
DOI: 10.1111/j.1559-1816.2008.00363.x
© 2008 Copyright the Authors. Journal compilation © 2008 Wiley Periodicals, Inc.
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How to Cite
Stricker, L. J. and Ward, W. C. (2008), Stereotype Threat in Applied Settings Re-Examined: A Reply. Journal of Applied Social Psychology, 38: 1656–1663. doi: 10.1111/j.1559-1816.2008.00363.x
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Publication History
- Issue published online: 21 MAY 2008
- Article first published online: 21 MAY 2008
- Abstract
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This is a rebuttal to Danaher & Crandall's (2008) rejoinder to Stricker & Ward's (2004) article. The article reports 2 field experiments concerning the effects of inquiring about gender and ethnicity on the performance of women and Black students taking operational tests. The rejoinder's conclusion (after reanalyzing our data) that several thousand more young women would pass the AP calculus test if they were not asked about their gender, thereby reducing stereotype threat, is unwarranted because of flawed estimates and extrapolations. Our findings are selectively described, distorting their overall thrust. Criticisms of our statistical analyses are debatable or incorrect. Our original conclusion appears justified: Inquiring about gender and ethnicity did not affect test performance of women or Black students.