University of Illinois Urbana-Champaign

Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat

Mingle, Leigh A.

Content Files
Leigh_Mingle.pdf

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https://hdl.handle.net/2142/44399

Description

Title
Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat
Author(s)
Mingle, Leigh A.
Issue Date
2013-05-24T22:14:45Z
Director of Research (if dissertation) or Advisor (if thesis)
Perry, Michelle
Doctoral Committee Chair(s)
Perry, Michelle
Committee Member(s)
  • Lubienski, Sarah T.
  • Robinson-Cimpian, Joseph P.
  • Ryan, Allison M.
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2013-05-24T22:14:45Z
Keyword(s)
  • gender
  • mathematics
  • achievement motivation
Abstract
Girls and boys do not choose to go into mathematics dependent careers at the same rate. Understanding this gap is more complicated than simply looking at performance differences between boys and girls. This disparity in career choice could stem from differences in motivation that can be seen as early as middle school. In this dissertation, I investigate three possible motivational factors that may contribute to the gender gap in achievement in mathematics. The study from which the data for each of these investigations come, was an experimental study looking at how stereotype threat and high pressure would impact the performance and motivation of high-achieving seventh- and eighth- grade students. I found that stereotype threat may not have an impact on the performance of middle school girls, that an ego-approach goal may be beneficial for gaining recognition as one of the top students in mathematics, and that students’ view of their own femininity and masculinity in conjunction with their gender may be important factors to measure when looking at performance differences in mathematics. Taken together, these findings indicate that achievement motivation likely plays an important role in the performance of students in mathematics and may help to explain the gender gap. Understanding how these factors work to curb or support students’ interest and performance in mathematics is necessary to create effective interventions to reduce the gender gap.
Graduation Semester
2013-05
Permalink
http://hdl.handle.net/2142/44399
Copyright and License Information
Copyright 2013 Leigh Mingle

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