刻板印象威胁？询问被试性别对物理概念测试成绩的影响
Stereotype threat? Effects of inquiring about test takers' gender on conceptual test performance in physics
摘要：
已经发现，激活刻板印象，例如在测试前表明一个人的性别，通常会以与刻板印象一致的方式改变表现，这种效应称为“刻板印象威胁”。在一项标准化的概念物理评估中，我们发现，与没有提供性别信息的同等组相比，要求考生在参加考试前说明自己的性别并不会降低成绩。尽管在标准化考试中，无论学生是否表明其性别，都存在统计上的显著性别差距，但在学生参加的多项选择期末考试中没有观察到性别差距，其中包括类似主题的定量和概念问题。
英文摘要：
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.
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