The threat-by-gender pattern in reading occurred only among highly-identified students¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2016 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The reversal of the gender gap across threat and reduced-threat conditions was obtained only among highly-identified students, consistent with stereotype threat theory. → Pascal Pansu 2016

Evidence¶

Pascal Pansu 2016¶

Pascal Pansu, Isabelle Régner, Sylvain Max, Pascale Colé, John B. Nezlek, Pascal Huguet. (2016). A burden for the boys: Evidence of stereotype threat in boys' reading performance. Journal of Experimental Social Psychology, 65, pp.26-30. https://doi.org/10.1016/j.jesp.2016.02.008

q3 · i? · causal · r?

Moderator analysis reported in the same eighty-student third-grade experiment: the article states the threat condition pattern held only among highly-identified students. No effect size or test statistic is printed in the supplied text.

"Consistent with ST theory, this pattern was obtained only among highly-identified students."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group
• Stereotype Threat — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Stereotype threat reverses the gender gap in third-grade reading: boys underperform girls under threat but outperform them under reduced threat — a broader claim this one bears on
• Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related
• Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness — related
• Working memory effectiveness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls — related