000			01831nam a22002537a 4500
003			OSt
005			20241010162228.0
008			241010b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/370.15/P584/2016
100			_aPicho, Katherine _911549
130			_aThe Journal of Educational Research _911399
245			_aThe psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study _cby Katherine Picho
300			_a608-623
336			_atext
337			_aunmediated
338			_avolume
440			_v109(6) _x0022-0671
500			_aThe author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban high school in the Northeast United States. Results showed that high-SST students experienced a wide range of negative emotions regarding both mathematics and its learning context. Emotions commonly experienced by this group included low self-efficacy and hopelessness specific to learning mathematics, frustration, and feelings of isolation (both social and intellectual) in their classes. Experiences common to these students were perceived differential teacher treatment, and stereotype endorsement linking mathematics ability to fixed traits such as race or genetics. Low SST students, on the other hand, experienced positive relationships with their teachers, positive schooling experiences, and a malleable view of intelligence.
650		0	_aGirls-Education _911550
650		0	_aEducational psychology _911524
942			_2ddc _cPINDEX
999			_c8305 _d8305