Stereotype Threat Reduces Motivation to Improve: Effects of Stereotype Threat and Feedback on Women's Intentions to Improve Mathematical Ability

According to stereotype threat theory, negative stereotypes impair performance and can lead to reduced motivation. In the present study, we examined whether the female-mathematics stereotype not only impairs women's performance but also buffers their self-esteem from negative feedback and reduces their motivation to improve. Before completing a mathematics test, 80 (54 female) participants were informed either that men outperform women on the test (stereotype threat condition) or that men and women perform equally well (no-stereotype condition). Following the test, participants received positive or negative feedback prior to rating their self-esteem. Finally, participants were invited to attend free mathematics tutorials and asked to indicate their likelihood of attending. Women under stereotype threat performed worse and were less motivated than non-stereotyped women to attend mathematics tutorials after receiving negative feedback. Furthermore, although men's self-esteem was higher if they received positive rather than negative feedback, feedback valence had no effect on women's self-esteem. These results suggest that the effect of stereotype threat on women's mathematical performance is potentially compounded by its capacity to reduce motivation to improve. Practical implications are discussed, with a particular focus on the need for interventions that produce an identity-safe environment, foster an incremental view of mathematical ability, and provide information about successful role models.