000			01659nam a22002777a 4500
008			121217t2012 xxu||||| |||| 00| 0 eng d
022			_a0022-0671
082			_221 _a050/P58
085			_aAI 050/P58
089			_221 _aAI 050/P58
100			_aPicho, Katherine
245			_aCulture, context and stereotype threat: _ba comparative analysis of young Ugandan women in coed and single-sex scandals/
246			_aThe Journal of Educational Research
300			_a1 fig.; 3 tables and appendices
362			_avol. 105, no. 1 (2012): 52-63.
520			_aStereotype threat (ST) has been linked to under performance and academic disidentification among girls in mathematics and science as well as African Americans in academics. However, it is still unclear whether ST and its negative effects extend to non-Western cultures. The authors explored the effects of ST on Ugandan females in coed and single-sex (all-girls) schools. Results indicated that although ST did not affect the performance of girls in the single-sex school, it negatively impacted the performance of females in the coed school. Further, these effects appear to have been moderated by school context, with females in single-sex schools reporting higher levels of mathematics identification and mathematics self-efficacy than those in coed schools.
650			_aCOLLEGE EDUCATION.
650			_aGENDER STEREOTYPES.
650			_aMATHEMATICS.
650			_aMATHEMATICS SELF-EFFICACY.
650			_aSTEREOTYPE THREAT.
700			_aStephens, Jason M.
942			_2ddc _cPER
999			_c2520 _d2520
040			_cLearning Resource Center