Stereotype threat? Effects of inquiring about test takers' gender on conceptual test performance in physics

TL;DR

This study investigated whether asking students to indicate their gender before a physics test influences performance, finding no detrimental effect of gender inquiry on test scores despite existing gender gaps.

Contribution

The paper provides evidence that inquiring about gender prior to a physics test does not negatively impact conceptual test performance, challenging assumptions about stereotype threat effects.

Findings

No performance deterioration when asking gender before test

Gender gap persisted on standardized test regardless of inquiry

No gender gap observed on final exam with mixed question types

Abstract

It has been found that activation of a stereotype, for example by indicating one's gender before a test, typically alters performance in a way consistent with the stereotype, an effect called "stereotype threat". On a standardized conceptual physics assessment, we found that asking test takers to indicate their gender right before taking the test did not deteriorate performance compared to an equivalent group who did not provide gender information. Although a statistically significant gender gap was present on the standardized test whether or not students indicated their gender, no gender gap was observed on the multiple-choice final exam students took, which included both quantitative and conceptual questions on similar topics.