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  • The present research examined the interplay of self-construal (independent vs. interdependent), gender group identification, and performance standards (positive vs. negative) on women’s math performance. Female participants were given a subtle self-prime prior to completing a math test under conditions where either a positive or negative group-based performance standard was rendered accessible. We report an interactive effect of self-construal, gender identification, and performance standard such that a negative (compared to a positive) standard decreased performance under interdependent self-prime (“we”) conditions, whereas the reverse pattern emerged under independent self-prime (“I”) conditions. Importantly, we observed this interplay of performance standards and self-construal only in individuals who self-identify with their gender group whereas performance outcomes of low identifiers were not affected by the experimental manipulations. (xsd:string)
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?:dateModified
  • 2008 (xsd:gyear)
?:datePublished
  • 2008 (xsd:gyear)
?:doi
  • 10.1016/j.jesp.2007.01.007 ()
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  • en (xsd:string)
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  • 2 (xsd:string)
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  • When women can't do math: the interplay of self-construal, group identification, and stereotypic performance standards (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Journal of Experimental Social Psychology, 44, 2008, 2, 437-444 (xsd:string)
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?:urn
  • urn:nbn:de:0168-ssoar-215677 ()
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  • 44 (xsd:string)