Abstract
This study investigated the influence of stereotype threat and gender on test performance and test-taking behaviors. Effects of stereotype threat and gender on math and verbal assessments, time spent per item, work shown on math items, test anxiety, domain identification, and locus of control were examined. Participants consisted of 50 females (M age = 19.92 years, SD = 1.69 years) and 52 males (M age = 21.50 years, SD = 5.73). There were 24 White, 5 Black, 25 Asian, 31 Hispanic, 10 multi-racial and 7 classified as “other-race” participants. Before completing the computer-administered measures, participants were either told that previous research indicates gender influences performance on math and verbal assessments, or that it does not. Results of this study indicated stereotype threat and gender do not significantly influence test performance, testing behaviors or other measures. Possible limitations include an ineffective stereotype threat manipulation, the computer-based testing format, and item difficulty.