Self-Affirmation in Occupational Training: Effects on the Math Performance of French Women Nurses under Stereotype Threat

This study examined the conditions affecting the math performance of French female student nurses in a setting where they
were likely to experience stereotype threat (supposedly poor scientific skills), but in a context which enhanced their status
as women and strengthened their self-affirmation. We hypothesized that self-affirmation through their nursing identity would
deflect the negative impact of the stereotype threat on performance and would reduce the threat’s harmful impact on attentional
processes, as reflected in perceived stress, perceived concentration and self-estimate of performance. Ninety-five female
students enrolled in a nursing school in France carried out a dosage calculation—a typical nursing task—which drew directly
on their math skills. They were assigned to one of four experimental conditions: 2 (threat: task presented as being diagnostic
of women’s difficulty in math calculation compared to men vs. no threat: task presented as a typical nursing-school exercise)
x 2 (self-affirmation: choosing from a list and describing the most important characteristics for them as women and as nurses
vs. control condition: same task but for the characteristics that were least important for them but important for other people).
As expected, under stereotype threat relating to their math skills, women performed better under the self-affirmation condition
than under the control condition. However, this improved performance was associated with a lower self-estimate of their performance.
We discuss the consequences, in this specific occupational and cultural context, on the way women can overcome the negative
impact of gender stereotypes.