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Impact of Gender-Based Stereotype Threat on Ugandan Students' Math Performance

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Study Overview

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    Examines gender-based stereotype threat on math performance in Uganda.

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    Involves 190 ninth graders from coed and all-female schools.

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    Focuses on the perception of stereotypic expectancies from researchers.

Key Findings

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    Only perceived expectations from authority figures significantly impact performance.

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    Both genders underperformed when they believed researchers expected poor results based on gender.

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    Greater stereotype knowledge mitigates stereotype threat effects.

Implications

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    Male students may also face performance deficits under stereotype threat.

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    Encouraging equal expectations may reduce stereotype threats.

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    Findings question assumptions of stereotype vulnerability in different cultures.