Creating a critical mass eliminates the effects of stereotype threat on women's mathematical performance

Background Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. Aim This study examined whether heightened in‐group representation alleviates the effects of stereotype threat on women's mathematical performance. It further investigated whether single‐sex testing environments and stereotype threat influenced participants to believe that their ability was fixed (fixed mindset) rather than a trait that could be developed (growth mindset). Sample and method One hundred and forty‐four female participants were assigned randomly to a self‐as‐target or group‐as‐target stereotype threat condition or to a control condition. They completed a modular arithmetic maths test and a mindset questionnaire either alone or in same‐sex groups of 3–5 individuals. Results Participants solved fewer mathematical problems under self‐as‐target and group‐as‐target stereotype threat when they were tested alone, but these performance deficits were eliminated when they were tested in single‐sex groups. Participants reported a weaker growth mindset when they were tested under stereotype threat and in single‐sex groups. Moreover, evidence of inconsistent mediation indicated that single‐sex testing environments negatively predicted mindset but positively predicted mathematical performance. Conclusions These findings suggest that single‐sex testing environments may represent a practical intervention to alleviate stereotype threat effects but may have a paradoxical effect on mindset.