MALLEABLE VIEW OF INTELLIGENCE AS INTERVENTION FOR STEREOTYPE THREAT : OVERCOMING MATH UNDERPERFORMANCE IN WOMEN

Abstract

When challenging math tests are described as diagnostic measures of ability or when gender differences are salient, stereotype threat causes women to underperform compared to men. In her theory of achievement motivation, Dweck asserts that implicit theories of intelligence affect responses to challenge. People who view intelligence as fixed believe they are born with an amount of intelligence that cannot change, whereas those who view intelligence as malleable believe it can increase. Encouraging students to adopt a malleable view enhances performance, but can this intervention override the negative effects of stereotype threat for women performing math tasks? A 2 (stereotype threat vs. gender fair) x 2 (fixed vs. malleable view) ANOVA compared women's performance on math tasks. Implicit theory of intelligence was manipulated by reading an article about intelligence. In the stereotype-threat condition, threat was heightened while the gender-fair condition minimized threat. No significant main effects or interactions were present, suggesting no differences in math performance across experimental groups. The implications of this and the potential reasons for it are discussed.