Show simple item record

dc.contributor.advisorLord, Charles G.
dc.contributor.authorMcIntyre, Rusty Bearen_US
dc.date.accessioned2019-10-11T15:11:34Z
dc.date.available2019-10-11T15:11:34Z
dc.date.created2004en_US
dc.date.issued2004en_US
dc.identifieraleph-1040015en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/34871
dc.description.abstractPrevious studies (McIntyre, Paulson, & Lord, 2003; McIntyre, Lord, Prestwood, Ten Eyck, & Sadler, 2004) have indicated that positive information about fellow group members helps alleviate the performance disruptions caused by stereotype threat (Steele, 1997). Other studies (Berglas & Jones, 1978; Ross, Amabile, Steinmetz, 1977; Schunk, 1981) have indicated that individuals readily make dispositional attributions for others' performances and use the inferences from such attributions to guide their own performance expectations (Fontaine, 1974). No study, however, has examined the association between stereotype threat and attributional processes. Two experiments examined the influence of attributional processes on alleviating women's mathematics stereotype threat. In Experiment 1, greater alleviation from stereotype threat (better mathematics scores) occurred when women read about other women who were portrayed as succeeding because of internal stable causes (i.e., ability), than when they read about other women who were portrayed as succeeding because of external unstable causes (i.e., political ties). That finding was mediated by internal attributions and ruminative. In Experiment 2, greater alleviation from stereotype threat occurred when women were made aware of other women who scored well at an ambiguous spatial task, than when women who were made aware of their own success at the same task, or than women who received no feedback. The results are consistent with stereotype threat and attribution theories. Possible future directions are also discussed.
dc.format.extentviii, 170 leaves : illustrations (some color)en_US
dc.format.mediumFormat: Printen_US
dc.language.isoengen_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofAS38.M3992en_US
dc.subject.lcshAttribution (Social psychology)en_US
dc.subject.lcshStereotype (Psychology)en_US
dc.subject.lcshThreat (Psychology)en_US
dc.subject.lcshMath anxietyen_US
dc.subject.lcshWomen in mathematicsen_US
dc.titleThe role of attributions in alleviating women's mathematics stereotype threaten_US
dc.typeTexten_US
etd.degree.departmentDepartment of Psychology
etd.degree.levelDoctoral
local.collegeCollege of Science and Engineering
local.departmentPsychology
local.academicunitDepartment of Psychology
dc.type.genreDissertation
local.subjectareaPsychology
dc.identifier.callnumberMain Stacks: AS38 .M3992 (Regular Loan)
dc.identifier.callnumberSpecial Collections: AS38 .M3992 (Non-Circulating)
etd.degree.nameDoctor of Philosophy
etd.degree.grantorTexas Christian University


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record