Abstract
Female role models show promise for inoculating women against the harmful impact of stereotypes impugning their ability in science, technology, engineering, and math (STEM, e.g., Dasgupta in Psychol Inq 22(4):231–246, 2011). We conducted a test of an intervention to leverage the benefits of STEM role models. Female STEM majors (N = 72) in their first year of college were exposed to same-sex role models on two occasions. They completed measures of stereotypes and other STEM outcomes at the beginning of their first semester (pre-manipulation) and again at the end of their first semester (post-manipulation). Women who were assigned to engage in a process of reflective identification with the STEM role models (i.e., reflect on their similarity in a writing passage) showed greater change in implicit and explicit stereotypes compared to women who were exposed to STEM role models, but did not engage in reflection. Among women exposed to role models, role model identification was negatively related to explicit stereotypes and positively related to STEM outcomes including GPA in STEM courses.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
