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Investigating Classroom Implementation of Research-Based Interventions for Reducing Stereotype Threat in Calculus

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Title: Investigating Classroom Implementation of Research-Based Interventions for Reducing Stereotype Threat in Calculus
Language: English
Authors: Arnold, Elizabeth G. (ORCID 0000-0003-0905-311X), Burroughs, Elizabeth A. (ORCID 0000-0002-7452-2755), Deshler, Jessica M. (ORCID 0000-0001-7007-162X)
Source: International Journal of Research & Method in Education. 2020 43(1):67-77.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Calculus, Mathematics Instruction, Sex Stereotypes, Females, Gender Differences, Mathematics Achievement, Undergraduate Students, Laboratories, Authentic Learning, Inferences, Teaching Methods, Intervention, Self Concept, Anxiety, Role Models, State Universities
DOI: 10.1080/1743727X.2019.1575352
ISSN: 1743-727X
Abstract: Mathematics is a discipline that exists within a social context, a context that influences how the subject is taught and learned. Women's performance in mathematics has been shown to be vulnerable to stereotype threat, and psychologists have developed interventions aimed at reducing the effect of stereotype threat on women's mathematics performance. We applied interventions, shown to be effective at reducing gender stereotype threat in mathematics in a lab setting, in undergraduate calculus classrooms. We found that these interventions had no detectable effect in the classroom setting, leading to two important cautions about the application of lab-based studies in authentic settings. First, lab settings differ from classroom settings in fundamental ways, limiting the ability to generalize inferences from lab studies to classroom settings, a caution that is more well-known amongst researchers seeking to replicate studies than it is amongst practitioners seeking to apply studies in practice. Second, when seeking to apply lab-based studies in classroom settings, researchers must be aware that relying on research constructs (such as sample size and significance) masks the practical measure of a meaningful sample size, which is roughly the number of students in a particular instructor's course at a given time.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1239927
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Arnold%2C+Elizabeth+G%2E%22">Arnold, Elizabeth G.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0905-311X">0000-0003-0905-311X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burroughs%2C+Elizabeth+A%2E%22">Burroughs, Elizabeth A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7452-2755">0000-0002-7452-2755</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deshler%2C+Jessica+M%2E%22">Deshler, Jessica M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7007-162X">0000-0001-7007-162X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+%26+Method+in+Education%22"><i>International Journal of Research & Method in Education</i></searchLink>. 2020 43(1):67-77.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Calculus%22">Calculus</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratories%22">Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Inferences%22">Inferences</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink>
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  Data: Mathematics is a discipline that exists within a social context, a context that influences how the subject is taught and learned. Women's performance in mathematics has been shown to be vulnerable to stereotype threat, and psychologists have developed interventions aimed at reducing the effect of stereotype threat on women's mathematics performance. We applied interventions, shown to be effective at reducing gender stereotype threat in mathematics in a lab setting, in undergraduate calculus classrooms. We found that these interventions had no detectable effect in the classroom setting, leading to two important cautions about the application of lab-based studies in authentic settings. First, lab settings differ from classroom settings in fundamental ways, limiting the ability to generalize inferences from lab studies to classroom settings, a caution that is more well-known amongst researchers seeking to replicate studies than it is amongst practitioners seeking to apply studies in practice. Second, when seeking to apply lab-based studies in classroom settings, researchers must be aware that relying on research constructs (such as sample size and significance) masks the practical measure of a meaningful sample size, which is roughly the number of students in a particular instructor's course at a given time.
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  Data: EJ1239927
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        Value: 10.1080/1743727X.2019.1575352
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      – Text: English
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    Subjects:
      – SubjectFull: Calculus
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Sex Stereotypes
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      – SubjectFull: Females
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      – SubjectFull: Gender Differences
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      – SubjectFull: Inferences
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      – SubjectFull: State Universities
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