Abstract: In the United States， studies have consistently demonstrated that negative stereotypes concerning the intellectual ability can hamper the academic performance of the individuals who are targeted by these stereotypes. In China， the belief that women are weaker than men in mathematics has a long history. Challenging mathematics and English tests were used to study the stereotypethreat theory among the Chinese college students. On the math test， we hypothesized that， similar to their American counterparts， the female testtakers who were explicitly exposed to the gendered math stereotypes would score lower than those in the nonthreatened conditions. On the English test， the hypothesis was that the male students under the gendered language stereotypes would score lower than those in nonthreatened conditions. However， test outcomes failed to confirm either of the two predictions. The results are discussed in terms of the social and educational factors existing in presentday China.

Key words: China, gender, stereotype threat, test performance, United States