Experience and Educational Implications of Interventions for Gender Stereotype Threat in Mathematics

性别刻板印象威胁指个体因担忧自身表现可能验证所属群体的负面标签而产生的心理压力，其在数学教育领域尤为显著：女性在感知数学能力的性别差异时，往往因威胁效应导致测试成绩下降、学科兴趣衰减及职业选择回避。本研究基于“个体–群体–环境”多层次框架，从“微观–中观–宏观”层面系统整合数学性别刻板印象威胁的干预路径，并提出若干教育启示。Gender stereotype threat refers to the psychological stress experienced by individuals who fear that their performance may confirm negative stereotypes associated with their social group. This phenomenon manifests particularly prominently in mathematics education, where women’s awareness of gender differences in perceived mathematical competence often leads to measurable consequences: diminished test performance, reduced academic engagement, and avoidance of STEM-related career pathways due to the threat’s psychological effects. Grounded in a tripartite “individual-group-environment” analytical framework, this study systematically synthesizes intervention strategies for mitigating mathematics-related gender stereotype threats across micro-, meso-, and macro-level dimensions, while proposing actionable recommendations for educational practice.