Gender identity and math performance

In a recent study by the University of Michigan and the University of California at San Francisco, women who said that their gender was central to their self-concept and who also showed evidence of believing the stereotype that girls don't do math performed worse in an introductory calculus course than women who identified less with being female and who did not show unconscious or implicit evidence of stereotyping.

How often do these gender stereotypes hold people back from achieving what they are truly capable of? Do these gender stereotypes affect men's performances in any subject areas?

Now that we have some evidence of the presistance of this stereotyping and how it affects some women's performance in math, how do we use this study to improve math and science education for young girls and women?