  It has been found that activation of a stereotype, for example by indicating
one's gender before a test, typically alters performance in a way consistent
with the stereotype, an effect called "stereotype threat". On a standardized
conceptual physics assessment, we found that asking test takers to indicate
their gender right before taking the test did not deteriorate performance
compared to an equivalent group who did not provide gender information.
Although a statistically significant gender gap was present on the standardized
test whether or not students indicated their gender, no gender gap was observed
on the multiple-choice final exam students took, which included both
quantitative and conceptual questions on similar topics.
