Hostile environments, stereotype threat, and math performance among undergraduate women

This study examined the impact of hostile environments and stereotype threa t on women's math performance. A hostile environment was created with a der ogatory cartoon related to women's math ability. Stereotype threat was remo ved by informing women participants that "men and women perform equally" on the math test. Results showed that hostile environments and stereotype thr eat significantly interacted leading to differential math performance for n umber of math problems attempted and answered correctly. Additionally, wome n in hostile and stereotype threat conditions experienced differential emot ional reactions during the math test. Results are discussed in terms of the oretical and practical importance.