Dpsy assignment

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Discussion

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One theory proposed to explain the gap in the literature on gender differences in academic performance is the stereotype threat theory. This theory suggests that people are affected by the expectations and beliefs that are held by society about their group. Specifically, it suggests that when people of a particular gender are aware of the negative stereotypes associated with their gender, they will experience increased anxiety and decreased academic performance (Maries et al., 2020). For example, if a female student knows that society generally believes that females are not as good at math as males, she may be more likely to feel anxious when taking a math test, which could lead to decreased performance.

The stereotype threat theory has been supported by research that has found that when gender stereotypes are made salient, women and other gender minorities tend to perform worse on tests and other tasks than when gender is not made salient. Furthermore, it has been found that when gender stereotypes are challenged and reframed, performance on tests and other tasks tends to improve (Maries et al., 2020). For example, some studies have found that when gender is not made salient, or when women are reminded that their gender does not determine their ability, their performance can improve.

There is evidence suggesting that the stereotype threat theory can help explain the gap in the literature on gender differences in academic performance. For example, it has been found that when gender stereotypes are made salient, women and other gender minorities tend to perform worse on tests and other tasks than when gender is not salient (Maries et al., 2020). Furthermore, when gender stereotypes are challenged, performance on tests and other tasks tends to improve.

In conclusion, the stereotype threat theory explains the gap in the literature on gender differences in academic performance. Through this theory, it can be seen that gender stereotypes can significantly impact performance and that these stereotypes can be challenged and reframed to improve performance. However, it is essential to note that this theory does not provide a complete explanation for the gap in the literature, and further research is needed to explore other potential explanations.

References

Maries, A., Karim, N. I., & Singh, C. (2020). Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat. The Physics Teacher, 58(6), 430–433. https://doi.org/10.1119/10.0001844