Final answer:
Jenny is likely to perform best on a math test when she is made aware of her Asian identity, as positive cultural stereotypes about Asians and math can enhance her performance via stereotype lift.
Step-by-step explanation:
Jenny, who is Asian American, is likely to do best on a math test under the condition where she is made aware of her Asian identity. This is because social factors and cultural stereotypes can influence test performance through a phenomenon known as stereotype threat or, inversely, stereotype lift.
Being reminded of a positive stereotype associated with one's group, in this case, the stereotype that Asians are good at math due to factors such as intense work ethic in historical cultural practices like wet rice cultivation, can actually improve performance. Therefore, this stereotype could act as a boost rather than a hindrance, as Gladwell's theory suggests.
In contrast, being aware that women allegedly perform worse in math (stereotype threat) could negatively impact Jenny's performance. The notion that she is not at a top-notch university might harm her self-confidence, potentially impacting her performance negatively. The context in which Jenny finds herself, the expectations set upon her, and the reminders of group identity can all contribute significantly to test outcomes, even for a student who is inherently skilled at math.