Reordering math and verbal test administration as a classroom-level strategy to reduce stereotype threat in girls’ math testing.¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article presents the order in which math and verbal tests are administered as a practical, ecological lever against stereotype threat. Rather than targeting learners’ beliefs directly, the strategy changes the testing situation itself, so that girls’ math performance is protected from stereotype threat during real test administration. The title names it "An ecological intervention to reduce stereotype threat on girls’ math performance.", indicating the approach is intended for authentic testing contexts rather than laboratory settings.

Design Implications¶

Context¶

Requirements¶

• A testing situation in which both math and verbal tests are administered, so that the order of administration can be arranged.

Constraints¶

• The supplied record states the intervention only at the level of test-order administration; no boundary conditions are printed in the available text.

Target Learners¶

• girls taking mathematics tests in school settings

Target Learning Goals¶

• reducing stereotype threat effects on girls’ mathematics test performance

Claims¶

• Altering the order of administration of math and verbal tests serves as an ecological intervention that reduces stereotype threat on girls’ math performance. [+W]

Related Strategies¶

• Frame reading assessment as a game to reduce stereotype threat for boys

Examples¶

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Key Sources¶

• Annique Smeding, Florence Dumas, Florence Loose, Isabelle Regner. (2013). Order of administration of math and verbal tests: An ecological intervention to reduce stereotype threat on girls’ math performance. Journal of Educational Psychology, 105 (3), pp.850-860. https://doi.org/10.1037/a0032094