Question

two paragraphs from the excerpt that you will be paraphrasing /make sure they are not summarizing.

Excerpt from:  "Girls math performance under stereotype threat." (ST stands for stereotype threat)

Discussion:

Consistent with prior research, findings from the present study showed that young girls' performance on math tasks declined after their gender identity was made salient in a testing situation, a result confirming that gender stereotypes can disrupt girls' math performance as early as 5–7 years of age. Most important, the present study has been the first to demonstrate the moderating role of mothers' gender stereotypes on girls' vulnerability to ST. As predicted, performance decrements under ST were found only for girls whose mothers did not reject the stereotypical view of math as a male-typed domain. In contrast, when mothers strongly rejected the gender stereotype, the girls performed equally well in the ST and control conditions.

It is important to note that, in line with prior studies ( Ambady et al., 2001Links to an external site.), performance disruption was found even for girls in lower elementary grades who did not endorse—and probably did not even know ( Heyman & Lagare, 2004Links to an external site.; Muzzatti & Agnoli, 2007Links to an external site.)—the traditional gender stereotype about math, at least at an explicit level. Therefore, before girls show any explicit awareness of gender stereotypes about math, mothers' stereotypes appear to be an initial chronic factor in children's environment that is associated with girls' vulnerability to the situational predicaments of ST ( Beilock, 2008Links to an external site.).

Answer 1

Predictable with earlier research, discoveries from the present investigation indicated that little youngsters' presentation on math assignments declined after their sexual orientation personality was made notable in a testing circumstance, an outcome affirming that sex generalizations can disturb young ladies' math execution as ahead of schedule as 5–7 years old. Generally significant, the present examination has been the first to show the directing job of moms' sexual orientation generalizations on young ladies' helplessness to ST. As anticipated, execution decrements under ST were discovered uniquely for young ladies whose moms didn't dismiss the cliché perspective on math as a male-composed area. Interestingly, when moms unequivocally rejected the sex generalization, the young ladies performed similarly well in the ST and control conditions.

It is important to take note of that, by earlier examinations ( Ambady et al., 2001Links to an external site.), execution interruption was found in any event, for young ladies in lower necessary evaluations who didn't underwrite—and likely didn't know ( Heyman and Lagare, 2004Links to an outer site.; Muzzatti and Agnoli, 2007Links to an external site.)— the customary sexual orientation generalization about math, at any rate at an express level. Along these lines, before young ladies show any unequivocal attention to sexual orientation generalizations about math, moms' generalizations have all the earmarks of being an underlying incessant factor in youngsters' condition that is related with young ladies' defenselessness to the situational binds of ST ( Beilock, 2008Links to an external site.).