When avoiding failure improves performance: Stereotype threat and the impact of performance goals

We examined the impact of inducing performance-avoidance and approach goals (versus no goal) on women’s math performance in
stereotype threatening versus nonthreatening situations. Two experiments showed that inducing either stereotype threat (versus
no-threat) or a performance-avoidance goal (versus no goal) alone led to decreased math performance. However, inducing both stereotype threat and a performance-avoidance goal increased women’s performance and challenge appraisals. These findings are consistent with the
theory of regulatory fit. Performance and challenge appraisals increased when there was a fit between the motivation associated
with stereotype threat (avoid failure) and the induced goal (avoid performing worse than others). Implications for stereotype
threat, achievement goals and regulatory focus theories are discussed.