Join us: Dynamic norms encourage women to pursue STEM

Abstract

The underrepresentation of women in science, technology, engineering and math (STEM) fields is a key challenge in many countries. Extant studies have explored why women opt out of STEM fields and how to encourage women to enter these fields. The current research examined the use of dynamic information about the collective change in a behavior over time to increase women’s willingness and intention to embark on STEM fields. Across two experimental studies and a mini meta-analysis, we found that when exposed to a message about an increasing number of women choosing to pursue STEM careers over time, female students in high school (Study 1) and college (Study 2) were more likely to declare an intention to enter STEM fields and have more interest in STEM careers. Furthermore, we tested the mediating effects of self-efficacy and perceived identity compatibility (Study 2). The results showed that dynamic norms can increase women’s self-efficacy for pursuing a career in STEM fields and perceived identity compatibility, thereby leading to greater interest in STEM fields and more willingness to choose a STEM career.