The purpose of this study was to develop and validate a series of the ¡§Gender Stereotype Threat Inventory¡¨(GSTI) of junior high school students in science classroom. The GSTI was included three scales: domain indentification, gender stereotype and learning environment. The GSTI was conducted to a total of 640 8th graders in Kaohsiung city. Results of the study were employed for internal consistency analysis, confirmatory factor analysis, Rasch modeling analysis, as well as the multiple invariance approach to test its reliability and validity. The result manifested that each scale had reasonable coefficient Cronbach alpha ranging from .73 to .85 and the overall model fit indices indicated that model fitted the oberserved data and had cross-validation. Finally, the results of gender stereotype threat in science classroom and implications for using the GSTI inventory in future research are presented.

This study aimed to investigate the differences of different teacher-student matches in science gender stereotype threat and classroom observations on teacher-student interactions of different gender match and interviews on science teachers. The study developed two standardized scales for junior high school students, Science Gender Stereotype Scale and Science Identification Scale. A total of 1,224 students from 44 classes out of 11 junior high schools in Kaohsiung City were selected through judgmental sampling to complete questionnaires in the study. The results indicated: (1) students of female-male group (female teacher and male student) had stronger science identification than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger science identification than students of male-female group (male teacher and female student); and female students taught by male teacher had the lowest science identification (2) there was no significant difference of students¡¦ gender stereotype belief in sciences in different teacher-student matches (3) students of female-male group (female teacher and male student) had stronger perception of gender stereotype than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger perception of gender stereotype than students of male-female group (male teacher and female student). The results of observations and interviews indicated: (1) male students were more initiative and therefore had more opportunities to interact with teachers (2) female students of upper-intermediate level were more susceptible to perceive gender stereotype threat in science learning (3) the difference in male and female teachers may be attributed to the influence of female role model (4) degree of difficulty was a crucial component stimulating students¡¦ gender stereotype threat.