This paper argues that implicit self-stereotyping is moderated by the potential for<br />
social evaluation in that situation. It was hypothesized that implicit self-stereotyping<br />
is facilitated when social cues (i.e., gaze cues) signal social evaluation. This study<br />
examined whether gaze cues affected implicit self-stereotyping related to gender<br />
stereotypes regarding math competence. A pilot study demonstrated that just a<br />
presentation of direct-gaze cues (vs. averted-gaze cues) signaled social evaluation<br />
and social norms. The main study revealed that gender differences in math identity<br />
were more prominent under direct-gaze cues, relative to averted-gaze cues. Women<br />
showed more negative math identity than men did when they were exposed to directgaze<br />
cues, but not when exposed to averted-gaze cues. Moreover, these effects were<br />
particularly prominent among women with stronger implicit math-gender stereotypes<br />
and female identity. These findings improve our understanding of how and when<br />
implicit self-stereotyping occurs in social situations.