Stereotype threat is:

1. the threat that results from doing much better than expected.
2. the risk of physical attack based on stereotypes about your racial/ethnic group.
3. a way that women threaten men in a female-dominated industry.
4. the concern your performance will confirm a negative stereotype about a group to which you belong.

Researchers think that the reason stereotype threat affects exam scores is:

1. that it takes away mental energy needed to complete cognitively demanding tasks.
2. that it helps students focus on completing cognitively demanding tasks.
3. the pressure leads to women doing better.
4. the person scoring the test relies on stereotypes rather than the actual answers.

Priming experiments have shown that when female students are asked to report their gender before taking a math test:

1. they quit the test halfway through.
2. their scores went up.
3. they scored the same as male students.
4. their scores went down.

Stereotype threat may affect the lower percentage of women in STEM fields because:

1. men are afraid that they will commit sexual harassment without realizing it.
2. girls score higher on math tests than boys.
3. women don’t want to be considered manly for liking math and science.
4. it contributes to domain disengagement from math and science.

Positivity bias is important in the STEM fields because:

1. people with more positive outlooks do worse on exams.
2. if students feel more positively toward their teachers they will do better in the class.
3. having unrealistically positive views of yourself motivates effort and persistence on challenging tasks.
4. people with more pessimistic personalities do better on exams.

The gender gap in education refers to:

1. the large numbers of girls who drop out of high school compared to boys.
2. the fact that boys are exceeding girls in AP test scores across all subject areas.
3. the lower rates of college enrollment for girls than for boys.
4. the fact that boy are less likely to graduate, have lower GPAs, and are more likely to be disciplined in school than girls.

In relation to their education, “being a man” according to Morris’ (2008) research participants meant:

1. competing to be at the top of their class.
2. working hard to get into college.
3. putting minimal effort into school.
4. valuing an education over money.

The boys in Morris’ (2008) research saw ______________ as the key to being successful.

1. book smarts
2. getting a good white collar job
3. a college education
4. commonsense

The index of dissimilarity for occupational segregation has ___________________ over the past 10 years.

1. decreased significantly
2. stayed about the same
3. become an irrelevant measure
4. increased significantly

Half of all working men in the United States work in occupations that are:

1. 75% male.
2. 75% female.
3. 99% male.
4. 50% female.

The rapid growth of service sector jobs affects occupational segregation because:

1. highly educated women are filling these jobs.
2. there are not enough men of working age to fill all the new jobs.
3. these jobs are primarily being filled by college-educated men.
4. These jobs have high concentrations of women since they represent formerly unpaid tasks historically performed by women.

Statistical discrimination is when:

1. employers make assumptions about how workers will perform based on the groups to which they belong.
2. employers have a certain number of jobs that they must fill with a candidate who is a person of color.
3. employers have a certain number of jobs that they must fill with a female candidate.
4. employers make hiring decisions at random so as to not discriminate.

Researchers who study occupational segregation and the wage gap argue that “devaluation” of a field happens:

1. when large number of men enter it.
2. when the field grows so fast and cannot keep up with demand for workers.
3. when the supply of workers outpaces demand for the product.
4. when large numbers of women enter it.

One of the reasons that occupational integration has stalled since the 1970s is:

1. the majority of women are still stay-at-home mothers.
2. job growth overall has slowed.
3. women have crossed into male-dominated fields, but men have yet to move into female-dominated fields in similar numbers.
4. companies are afraid of reverse discrimination lawsuits.

Women were once considered ideally suited for computer programming because:

1. of their general anti-social tendencies.
2. they were considered creative risk-takers.
3. they made up the majority of computer hardware engineers.
4. of their greater attention to detail and patience.

James Damore argues that women do not make up 50% of the software engineering workforce because:

1. women on average prefer people to things.
2. they face discrimination in the hiring process.
3. they are told that computer engineering is not “for girls.”
4. many tech companies have a toxic culture of sexual harassment against women.

Susan Fowler’s experience with sexual harassment at Uber is an example of:

1. how women who report sexual harassment are silenced and retaliated against.
2. how the legal system works to remove sexual harassers immediately.
3. given the benefit of the doubt when they report sexual harassment.
4. how seriously large companies take women’s safety.