Influence of Gender Stereotype Threats on Undergraduate Students’ Achievement in Mathematics and Science

Abstract

This paper sought to find out the influence of gender stereotype threats on undergraduate students’ achievement in mathematics and science. The study adopted a quasi-experimental research design, specifically, a non-equivalent control group design. Two research questions and two null hypotheses guided the study. A sample of forty (40) undergraduate students in the department of science education, University of Nigeria, Nsukka was used for the study. The subjects were divided into two groups 1&2. Group 1 students were taught a mathematics and science course with gender stereotype threats while group 2 students were taught the same concept without gender stereotype threats. Data were collected using an instrument called Mathematics and Science Achievement Test (MSAT). The instrument was face validated by three experts in the department of science education, University of Nigeria, Nsukka. Content validity of the instrument was ensured through the use of test blue print. Mean and Standard deviation were used to answer the research questions while analysis of Covariance (ANCOVA) was used for testing the null hypotheses at 0.05 level of significance. The result revealed that significant difference occurred in the achievement of male and female students exposed to gender stereotype threats in favour of the males but there was no significant difference in the achievement of the students that were taught without gender stereotype threats. The implications of the findings were highlighted based on which it was recommended among others that, teachers should avoid gender stereotype threats during mathematics and science curriculum delivery.

Keywords: Gender, Stereotype, Threat, Mathematics and Science