Stereotype threat, gender-role conformity, and New Zealand adolescent males in choirs.

Show simple item record Watson, Penelope en Davies, Christine en Hattie, JA en 2018-10-16T23:41:37Z en 2017-11-23 en
dc.identifier.issn 1321-103X en
dc.identifier.uri en
dc.description.abstract Choirs have been stereotypically gendered feminine in many national contexts. When gender-role conformity has been expected in such settings, male choral participation and performance has often been rendered gender incongruent and consequently threatening. Gender stereotype threat was explored as a factor which might instigate a potentially negative experience for adolescent males in New Zealand school choirs. The findings of the present study (a quasi-experiment conducted in a real-world setting across several cultural contexts) revealed that the performance of adolescent males in choirs was negatively affected by gender stereotype threat. Moreover, such threat was triggered by culturally-specific concerns about perceived peer expectations of gender-role conformity. The study also provided impetus to further explore the idea that stereotype threat could spill over from one domain to another. The findings add to the body of stereotype threat literature, and underline the important relationship between adolescent beliefs about gender-role conformity and music education. en
dc.publisher SAGE Publications en
dc.relation.ispartofseries Research Studies in Music Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Stereotype threat, gender-role conformity, and New Zealand adolescent males in choirs. en
dc.type Journal Article en
dc.identifier.doi 10.1177/1321103X17738617 en
pubs.issue 2 en
pubs.begin-page 226 en
pubs.volume 39 en
dc.rights.holder Copyright: The author en
pubs.end-page 246 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 705450 en Education and Social Work en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2017-11-03 en 2017-11-23 en

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