Gender differences in performance, interest, motivation, and participation in sciences are continuously the focus of study (Lavonen, et al., 2008; Miyake, et al., 2010; Tucker, Hanuscin, & Bearnes, 2008). Recent international large-scale assessments such as PISA and TIMSS reveal gender differences in attitudes toward science and in science knowledge domains (OECD, 2007a, 2007b; Martin, et al., 2008). Boys significantly outperformed girls in interest in learning science topics, self-concept in science, future-oriented motivation, and domains such as physical systems and earth and space systems (OECD, 2007a, 2007b). Despite the outperformance of girls on the international average of physical science in the 4^th grade, girls turned to be outscored by boys in the 8th grade (Martin, et al., 2008). These findings beg the question why girls’ performance, interest, and aptitude in science decreased.

One social-psychological explanation for the gender gap is the existence of the stereotype threat, fears of being “at risk of confirming, as self-characteristic, a negative stereotype about one’s group” (Steele & Aroson, 1995, p.797). Its negative effect on performance is more threatening when one identifies with the stereotype-relevant domains (Keller, 2007; Steele, 1997, 2010). Individuals who endorse stereotype more are more vulnerable to stereotype threat (Schmader, Johns, & Barquissau, 2004). Negative stereotype go through pathways of internalization (i.e. one’s negative stereotype belief of his/her group) and externalization (i.e. one’s perception of others’ negative stereotype of his/her group) to influence performance (Owens & Massey, 2011). In school, teachers’ modeling and expectations play an influential role in students’ performance (Brophy & Good, 1970; Jussim & Harbe, 2005). In Taiwan, 47% teachers and 44% secondary school students believe that “boys are more suitable to learn sciences than girls” (Chen, 2006). It would be valuable to investigate individual’s internal stereotype endorsement, salience of external stereotype (i.e. teachers’ stereotype perceived by students), and domain identification for further understanding the mechanism of stereotype threat.

Studies have shown that gender stereotype threat undermines women’s performance (Spencer, Steele, & Quinn, 1999; Steele, 2010), perceptual learning (Rydell, Shiffrin, Boucher, Van Loo, & Rydell, 2010), and participation (Murphy, Steele, & Gross, 2007; Steele, James, & Barnett, 2002). It has been studied in numerous laboratory experiments (e.g. Inzlicht & Ben-Zeev, 2003; Logel, Iserman, Davies, Quinn, & Spencer, 2009). However, results in generalizing laboratory findings to real-world settings are inconsistent. Some showed no significant effects (Stricker & Ward, 2004, 2008), while others provide difference in support of gender stereotype threat effects in classroom settings (Good, Aronson, & Harder, 2008; Keller, 2007). In addition, gender gap in science achievements becomes larger in secondary school stage. Research in gender stereotype threat focus on cross-sectional studies with more selective university students, who are filtered through ability performance tests. Little research endeavors to longitudinal study of gender stereotype threat with less selective secondary school students. The study aims to examine boys’ and girls’ science gender stereotype belief, perceived classroom science gender stereotype, and science identification through a three-year tracking of secondary students to explore gender difference in science.

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