Mature female students encounter a range of challenges, including stereotype threat, which may affect their persistence in academic programs. Research has been conducted on stereotype threat in adult learners, but little research has been done on the impact of stereotype threat on mature female students in higher education. The purpose of this qualitative study using the experience sampling method (ESM) was to investigate how role conflict and social isolation due to age differences affected the learning experiences of mature female students (ages 45-54). The study used a conceptual framework incorporating Steele and Aronson’s stereotype threat theory and the concept of perceived belonging. The research questions explored participants’ use of time and interactions with others to determine the extent to which they may have experienced role conflict and social isolation due to age differences. Using ESM in conjunction with interval-contingent diaries, the study collected data on 5 mature female students enrolled at a national, for-profit undergraduate institution 5 days per week for 4 weeks. Data were analyzed, codes and categories were developed, and themes were identified according to the research questions and diary prompts. Analysis of themes suggested that participants experienced role conflict, struggled with time management, and often felt overwhelmed and exhausted. The themes also indicated that participants interacted favorably with staff and professors but found themselves in conflict with classmates, often as a result of age differences. This study may lead to the development of interventions that can be used to address the unique, diverse needs of mature female students in higher education.

Cette thèse porte sur la menace du stéréotype (Steele & Aronson, 1995) qui correspond à la crainte qu’un individu, appartenant à un groupe négativement stéréotypé, peut ressentir lorsqu’il risque de confirmer, par sa performance ou son comportement, le stéréotype négatif associé à son groupe. Cette crainte, en retour, le mènerait involontairement à confirmer le stéréotype. Trois objectifs guident ce travail : (1) Nous proposons d’examiner le rôle de la perception de soi (i.e., en tant qu’individu unique ou en tant que membre du groupe) dans la modération (i.e., augmentation ou diminution) des effets négatifs de la menace du stéréotype sur les performances, l’état émotionnel et la perception de la situation. (2) Nous suggérons de tenir compte de la distinction récente entre la menace du stéréotype dirigée vers soi (i.e., peur de confirmer le stéréotype pour soi-même) et la menace du stéréotype dirigée vers le groupe (i.e., peur d’être un mauvais représentant de son groupe) et d’en examiner les impacts sur la performance des individus concernés (Shapiro & Neuberg, 2007 ; Wout, Jackson, Spencer, & Danso, 2008). Ces deux premiers objectifs ont fait l’objet de quatre études expérimentales portant sur les femmes et le stéréotype d’incompétence en mathématiques (présentées dans la Partie 1). Les principaux résultats indiquent que la perception de soi en tant que membre du groupe (i.e., soi interdépendant) a des effets plus délétères sur la performance et l’état émotionnel que la perception de soi en tant qu’individu unique (i.e., soi indépendant). Enfin, (3) notre dernier objectif était d’étendre les recherches sur la menace du stéréotype à un groupe stigmatisé encore non étudié dans le contexte français. Pour cela, nous avons choisi d’examiner le groupe des Noirs de France avec quatre études (présentées dans la Partie 2). Les principaux résultats révèlent l’existence de stéréotypes négatifs associés à ce groupe (e.g., incompétence intellectuelle) ainsi que leur impact non négligeable sur les membres de ce groupe (e.g., performances, comportements au quotidien). / This thesis is about stereotype threat effect (Steele & Aronson, 1995), which is definedas the fear one feels when one risks confirming the negative stereotypes associated with one’sgroup. This fear, in return, may lead one to involuntarily confirm the negative stereotypes byone’s behavior or performance. Three goals have guided this thesis work: (1) we propose toexamine self-construal’s moderator role (i.e., seing oneself as an individual or as a groupmember) on stereotype threat negative effects. (2) We suggest to take into account the recentdistinction between self stereotype-threat (i.e., the fear of confirming the negative stereotype foroneself) and group stereotype-threat (i.e., the fear of being a bad ambassador of one’s group;Shapiro & Neuberg, 2007 ; Wout, Jackson, Spencer, & Danso, 2008) and to examine theireffects on performance. These two objectives were examined in four experiments amongwomen and the stereotype of mathematics incompetence (results are presented in the first partof this manuscript). Main results show that interdependent self-construal activation has moredetrimental effects on performance and emotional state (i.e., anxiety) than independent selfconstrualactivation. The third (3) goal of this thesis is to extend stereotype threat effectsresearch to a stigmatized group which wasn’t studied yet in France. We chose Blacks of Franceand we run four studies among this group (results are presented in the second part of thismanuscript). Main results show that Blacks of France are associated with negative stereotypes(e.g., intellectual incompetence) which have negative effects among members of this group (e.g.,on performance, everyday behavior).

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Purpose and research questions: The purpose of this study has been to critically examine Esports through a gender perspective. The study therefore investigated the gender-typing of Esports and if these stereotypes affect players’ performance. The research questions were: Do players gender-type Esports to be a neutral, feminine, or masculine sport? Do gender stereotypes in Esports affect female players’ performance? Do gender stereotypes in Esports affect male players’ performance? Method: A quantitative research design was used, and two different surveys were sent out to respondents. Both surveys contained the exact same information and questions on the first page. These were aimed at answering questions regarding gender-typing (i.e. if the respondents perceived Esports to be a neutral, feminine or masculine activity and how appropriate they perceived Esports to be for women respectively men). The survey’s second page had identical questions on both surveys, however the respondents got to see different texts of information (stereotypes) depending on which survey they participated in. The first survey (Group 1) included two different conditions groups (women = stereotype threat; men = stereotype lift) and primed the respondents with the stereotype that “women are inferior to men in Esports”. The second survey (Group 2) also included two different condition groups (men = stereotype threat; women = stereotype boost) and primed the respondents with the alternative stereotype manipulation that “women are equally as good as men in Esports”. After participating in the surveys, the respondents played three games of Counter-Strike: Global Offensive that were then analyzed against the respondents’ three most recent matches before partaking in the study. As such, the players’ performance could be evaluated and a result could be determined (i.e. either an improvement or impairment in performance). A control group (Group 3) that did not partake in the surveys was used as a reference group and to evaluate the participants’ performances. As a total, 290 persons participated in the study, of which 50 were women and 240 men. Results: The results showed that the players perceived Esports to be more of a masculine sport. For the stereotype effects on players’ performance, an ANOVA of the results showed that stereotype threat had a statistically significant effect on female players’ performance (p = .008), whereas stereotype boost did not. For the men, the results showed that neither stereotype threat nor lift had any statistically significant effect on male players’ performance. Conclusion: The findings suggest that players gender-type different aspects of Esports in different ways. The participants perceived Esports to be more of a masculine activity but on the other hand to be almost equally as appropriate for women and men. As a whole, the respondents perceived Esports to be more of a masculine sport than neutral or feminine. The findings from this study also suggest that women in Esports are more affected by gender stereotypes than men are, and that negative gender stereotypes about women’s ability may impair female players’ performance. Finally, the findings suggest that the awareness as well as the occurrence of gender stereotypes in Esports are widespread among players. However, players in Esports consider themselves to not fully endorse these stereotypes but believe that other players do, especially the negative stereotypes about women’s ability in Esports. This finding generates an interesting area for further research and investigation. / Syfte och frågeställning: Syftet med denna studie har varit att kritiskt granska Esport ur ett genusperspektiv. Studien undersökte därmed könsstereotypningen (”gender-typing”) av Esport samt huruvida dessa stereotyper påverkar spelares prestationer. Frågeställningarna var: Könsstereotypar spelare Esport som en neutral, feminin eller maskulin sport? Påverkar könsstereotyper inom Esport kvinnliga spelares prestationer? Påverkar könsstereotyper inom Esport manliga spelares prestationer? Metod: En kvantitativ forskningsdesign användes, och två olika enkäter skickades ut till respondenter. Båda enkäterna innehöll exakt samma information och frågor på den första sidan. Dessa var ämnade att besvara frågor kring könsstereotypning (dvs. om respondenten ansåg Esport var en neutral, feminin eller maskulin aktivitet samt hur lämpligt de ansåg Esport vara för kvinnor respektive män). Enkätens andra sida hade identiska frågor på båda enkäterna men respondenterna fick ta del av olika texter av information (stereotyper) beroende på vilken enkät de deltog i. Den första enkäten (Grupp 1) inkluderade två olika tillståndsgrupper (kvinnor = stereotype threat; män = stereotype lift) och grundade respondenterna med stereotypen att ”kvinnor är sämre än män inom Esport”. Den andra enkäten (Grupp 2) inkluderade även den två olika tillståndsgrupper (män = stereotype threat; kvinnor = stereotype boost) och grundade respondenterna med den alternativa manipulationen av stereotypen att ”kvinnor är lika bra som män inom Esport”. Efter att ha deltagit i enkäterna spelade respondenterna tre matcher av Counter-Strike: Global Offensive som sedan analyserades mot respondenternas tre senaste matcher innan de deltog i studien. Som sådant, kunde spelarnas prestationer utvärderas och ett resultat kunde fastställas (dvs. antingen en förbättring eller en försämring i prestation). En kontrollgrupp (Grupp 3) som inte deltog i enkäterna användes som referensgrupp och för att utvärdera deltagarnas prestationer. Totalt deltog 290 personer i studien varav 50 var kvinnor och 240 män. Resultat: Resultatet visade att spelarna uppfattade Esport som mer av en maskulin sport. Angående stereotypeffekterna på spelarnas prestationer visade en ANOVA av resultaten att stereotype threat hade en statistisk signifikant effekt på kvinnliga spelares prestationer (p = .008), medan stereotype boost inte hade det. För männen så visade resultaten att varken stereotype threat eller lift hade någon statistisk signifikant effekt på manliga spelares prestationer. Slutsats: Resultaten tyder på att spelare könsstereotypar olika aspekter av Esport på olika sätt. Deltagarna uppfattade Esport som mer av en maskulin aktivitet men å andra sidan som lika lämpligt för kvinnor och män. Som helhet uppfattade respondenterna Esport som mer av en maskulin sport än neutral eller feminin. Resultatenfrån denna studie tyder även på att kvinnor inom Esport påverkas mer av könsstereotyper än män och att negativa könsstereotyper om kvinnors förmåga kan försämra kvinnliga spelares prestationer. Slutligen, resultaten tyder på att medvetenheten samt förekomsten av könsstereotyper inom Esport är utbredd bland spelarna.Spelarna inom Esport anser dock inte att de själva stödjer dessa stereotyper fullt ut men tror att andra spelare gör det, särskilt de negative stereotyperna om kvinnors förmågor inom Esport. Detta resultat genererar ett intressant område för vidare forskning och undersökningar.

The thesis deals with the issue of walking and standing in patients with a scoliosis. The theoretical part of this thesis summarizes current knowledge of scoliosis, its classification, etiology, pathogenesis and risk factors of the curve progression. Then the most often changes of the stand and gait stereotype and their main causes are discussed. Goal of the practical part was to identify the difference between particular parameters of gait in an experimental group of patients with scoliosis and a control group of healthy individuals. The examination was performed via the dynamic plantography method using the Zebris FDM-T System. 19 probands with scoliosis aged 8 - 19 and a control group of 19 orthopedically healthy patients in a corresponding age distribution have been selected for the study. The results did not provide any statistically significant difference on a significance level p=0,05. However, there were clear differences between the groups referring to bigger asymmetries in stance and gait stereotype in the scoliosis patients group. Since even in a scientific literature there is a difference in opinion on this issue, more research might be necessary for the exact evaluation of the influence of scoliosis on the stance and gait stereotype.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 51-56).

A mediated-moderation model of stereotype threat was tested. Domain identification and motivational orientation were treated as moderators of the threat effect on self-efficacy and cognitive interference, which were hypothesized to mediate the threat-performance relationship. Participants were primed with stereotype-consistent, stereotype inconsistent, or no information regarding sex differences in mathematical abilities. While significant performance differences were found between males and females in the control and threat conditions, no differences were found in a female benefit condition that described a math task as favoring females. Significant sex differences in domain identity and self-efficacy were also found. Post-hoc analyses revealed that domain identification and self-efficacy explained significant amounts of variance in sex differences in math performance. The results provide general support for Steeles theory of stereotype threat and resulting disidentification with the task domain among targets.

A schooling system that claims to offer its students the opportunities to develop their talents and help towards self-determination in their adult lives might be expected to have a career structure itself that demonstrated these virtues, one in which there was equality of the genders in positions of influence and leadership, and no gender stereotyping of roles. Apart from the fairness and consistency of that expectation, it is also reasonable to expect the neutral template of teacher employment and textbook selection in schools. Many children may grow up with few books in their homes but lots of those in their schools. Many of the textbooks used in elementary schools, according to recent studies, contain gender stereotypes. In these, females are rarely found as central characters and when they appear at all, they are often passive figures dependent on male characters. Women are frequently shown in domestic roles / in most textbooks it is assumed that only males &#039 / go out to work&#039 / whereas daughters are the best helpers of their mothers whose sons are allowed to do what they wish. In the light of those allegations, this research is designed as a case study which addresses itself to the aim of looking into stereotyped gender role presentations existing in elementary school textbooks used by the students studying at 1st-5th grades in 2001/2002 academic year of an elementary school placed in Burdur and to see whether these students are affected by the exposure of those stereotyped gender role presentations. For this purpose, the textbooks being studied are analyzed according to pre-set categories to deduce how they include stereotyped gender role presentations and the evaluation of the effects of that exposure on students are made by asking 1st-3rd grade students to draw and 4th-5th grade students to write compositions on a given topic. This study also attempts to find out both whether Turkish elementary school teachers teaching at 1st-5th grades are aware of stereotyped gender role presentations in those textbooks that they use and their own points of view about stereotyped gender role presentations via interviews carried out with them. In conclusion, stereotyped gender role presentations are encountered in those analyzed school textbooks studied at 1st- 5th grades in 2001/2002 academic year of the elementary school placed in Burdur and the perceptions of those presentations are also obtained in the drawn and written productions of the students studied at the same school. Through the teachers&#039 / interviews, various kinds of perceptions towards gender role concept and its stereotyped presentations that take place in those textbooks are observed in their sayings

Suppressing unwanted stereotypes ironically leads suppressors to think and behave in a more stereotypical manner than controls. Suppression studies typically test for rebound with target groups that perceivers may feel entitled to stereotype (e.g., skinheads) or that are associated with negative stereotypes (e.g., African Americans). In contrast, stereotypes of the aid-related poor are expected to contain ambivalent content: a mix of both positive and negative stereotypic information. Since this content may affect perceivers’ cognitive processes of stereotype activation, application, suppression and rebound, it was expected that stereotype rebound effects (e.g., judgments and behaviours) for the aid-related poor would differ from those reported for previously tested target groups. Stereotype rebound effects for this target group might occur as: a) positive responses, such as approach behaviour or positive judgments, b) occur as negative responses, such as avoidance behaviour or negative judgments, or c) not be evidenced in suppressors’ responses. Four experiments were designed to explore the effects of stereotype suppression, and to examine stereotype rebound effects in perceivers who suppressed (i.e., were asked not to think stereotypically) their stereotypes of the aid-related poor. In the first experiment (N = 29), there was no evidence of stereotype suppression in suppressors’ essays about a poor African youth. In the second experiment (N = 24) however, suppressors sat significantly closer than controls to the alleged seat of an African student (a reverse rebound effect). In the third experiment (N = 35), suppressors again showed evidence of approach behaviour when interacting with African poor individuals, and demonstrated avoidance behaviour when interacting with African wealthy individuals. Experiment 4 (N = 70) used implicit measures of stereotyping; participants were asked to name the ink colour of stereotypic and nonstereotypic trait words presented immediately following two category primes. Suppressors tended to be faster than controls to name the colour of positive trait words and slower than controls to name the colour of negative trait words that were stereotypic of the African poor target group. This difference in response times implies that, for suppressors only, the salient stereotype features being primed were positive rather than negative; thus eliciting a positive rebound effect. Stereotype rebound effects may therefore not always be evidenced by higher levels of negative or prejudiced responding in suppressors, but can also appear as positive evaluations and approach behaviours. Findings from this research (i.e., stereotype rebound effects can be either positive or negative) have important implications for those viewers of aid advertisements who suppress unwanted stereotypes, especially as rebound effects for the aid-related poor are associated with unconscious behavioural and cognitive responses.

Even with the rise of racial diversity in the workplace, African American women remain underrepresented in upper management and organizational leadership positions, making up only 1% of U.S. corporate officers. The purpose of this qualitative narrative inquiry study was to explore the daily experiences of African American women middle managers in regard to stereotype threat and the effect of these experiences on their engagement with leadership aspirations. The narrative inquiry method was used to address this gap and answer the research question, through storytelling from African American women in middle-management positions. This study was framed by 2 key concepts that focus on minority group workplace experiences with stereotype threat and the implications of these experiences on minority group members for their engagement with leadership aspirations: Inzlicht and Kang’s concept of stereotype threat spillover and Major, Spencer, Schmader, Wolfe, and Crocker’s concept of psychological disengagement. The data-gathering process involved semistructured telephone interviews with 7 college-educated African American women, in U.S.-based organizations, in which participants told the story of their stereotype threat experiences in middle management roles. Two of the 5 key themes uncovered were impact of stereotype threat spillover and disengagement from leadership and career aspirations. The information gathered from the narrative study will help drive social change by bringing awareness to the issue and reducing threat experiences of disadvantaged groups across organizations.