Priming Science Identity Elicits Stereotype Boost for Chinese Science Female Students: Evidence From Math Performance

Abstract

Abstract The existing research reported that activating the Asian identity of Asian-American women improved their math performance (stereotype boost) while activating their female identity deteriorated their math performance (stereotype threat). However, whether the stereotype boost and threat effects can be elicited in other groups or cultures is still unclear. In Study 1, 78 Chinese science female students were primed by science-identity, female-identity, or no-identity, followed by a math test. Results showed that science- and female-identity-primed groups performed better than the control group. Study 2 with 104 Chinese science female students found the same results. In Chinese culture, stereotype boost can be generalized to science female students, and stereotype threat, which can be influenced by culture or experimental settings, was not discovered.