The present research aims at testing the effects of the mixed debate in a classroom situation on reducing the stereotype threat according to which girls perform less well than boys in mathematics. Our work is based on studies conducted on stereotype threat (Steele and Aronson in J Person Soc Psychol 69:797–811. https://doi.org/10.1037//0022-3514.69.5.797, 1995), as well as those aiming to reduce the impact of stereotype threat on stereotyped populations (Huguet and Régner in J Educ Psychol 99(3):545–560. https://doi.org/10.1037/0022-0663.99.3.545, 2007; Marx and Roman in Personal Soc Psychol Bull 28:1185–1197. https://doi.org/10.1177/01461672022812004, 2002; Spencer et al. in J Exp Soc Psychol 35:4–28. https://doi.org/10.1006/jesp.1998.1373, 1999). We will more particularly study Smith and Postmes' (Br J Soc Psychol 50(1):74–98. https://doi.org/10.1348/014466610X500340, 2010) work on small group discussions used to reduce the influence of the threat. Results indicate that having a debate as such reduces the impact of the stereotype threat in girls. Possible interpretations of the results and future research perspectives will be put forward.

中文翻译：

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减少在数学上女孩表现不及男孩的刻板印象威胁的影响：在真实课堂情况下混合辩论的功效

本研究旨在测试课堂辩论中混合辩论对减少刻板印象威胁的影响，据此，女生在数学上的表现要比男孩差。我们的工作基于对刻板印象威胁的研究（Steele和Aronson in J Person Soc Psychol 69：797–811。https://doi.org/10.1037//0022-3514.69.5.797，1995）以及针对这些研究的研究减少刻板印象威胁对刻板印象人群的影响（Huguet andRégnerin J Educ Psychol 99（3）：545-560。https://doi.org/10.1037/0022-0663.99.3.545，2007; Marx and Roman in Personal Soc Psychol Bull 28：1185–1197。https://doi.org/10.1177/01461672022812004，2002; Spencer等人在J Exp Soc Psychol 35：4–28。https://doi.org/10.1006/jesp。 1998.1373，1999）。我们将更具体地研究Smith和Postmes'（Br J Soc Psychol 50（1）：74–98。https：// doi。org / 10.1348 / 014466610X500340，2010）用于减少威胁影响的小组讨论。结果表明，进行这样的辩论可以减少刻板印象威胁对女孩的影响。将提出对结果的可能解释和未来的研究前景。