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

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

Focuses on the perception of stereotypic expectancies from researchers.

Only perceived expectations from authority figures significantly impact performance.

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

Greater stereotype knowledge mitigates stereotype threat effects.

Male students may also face performance deficits under stereotype threat.

Encouraging equal expectations may reduce stereotype threats.

Findings question assumptions of stereotype vulnerability in different cultures.