Stereotype Threat in Virtual Learning Environments: Effects of Avatar Gender and Sexist Behavior on Women's Math Learning Outcomes.

Women in math, science, and engineering (MSE) often face stereotype threat: they fear that their performance in MSE will confirm an existing negative stereotype-that women are bad at math-which in turn may impair their learning and performance in math. This research investigated if sexist nonverbal behavior of a male instructor could activate stereotype threat among women in a virtual classroom. In addition, the research examined if learners' avatar representation in virtual reality altered this nonverbal process. Specifically, a 2 (avatar gender: female vs. male) × 2 (instructor behavior: dominant sexist vs. nondominant or nonsexist) between-subjects experiment was used. Data from 76 female college students demonstrated that participants learned less and performed worse when interacting with a sexist male instructor compared with a nonsexist instructor in a virtual classroom. Participants learned and performed equally well when represented by female and male avatars. Our findings extend previous research in physical learning settings, suggesting that dominant-sexist behaviors may give rise to stereotype threat and undermine women's learning outcomes in virtual classrooms. Implications for gender achievement gaps and stereotype threat are discussed.

Painful rash on face.

First came a sore throat. Then came a warm, erythematous rash on the patient's face. A 68-year-old woman came into the clinic for treatment of a painful, erythematous skin rash over the bridge of her nose. She'd had the rash for 4 days, and it was spreading to the malar area and up around her eyelids and forehead.