Stereotype Threat in a Video Game Context and Its Influence on Perceptions of Science,Technology,Engineering,and Mathematics (STEM): Avatar-Induced Active Self-Concept as a Possible Mitigator

Abstract

The connection between video games and science, technology, engineering, and mathematics (STEM) fields has become a key focus for education and game scholars alike. While games may have the power to bring more students toward STEM fields, gender stereotypes about gaming ability may hinder this potential. To examine this issue, two studies were conducted to investigate whether stereotype threat induced in a gaming context would affect players’ game performance and their perceptions of STEM fields. The first study found that priming gender stereotypes influenced female participants’ video game performance as well as interest in and perceptions of STEM fields. A second study investigated this relationship through the use of both overtly gendered and nongendered forms of stereotype threat as well as avatar-induced identity salience. Interaction effects found between implicit/explicit stereotype threat and identity salience suggest a relationship between forms of stereotype threat and active self-concept.

Keywords

STEM video games stereotype threat gender

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