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STEM

Topic Overview

STEM

Despite the fact that girls and boys perform equally well in STEM subjects in the classroom, fewer women pursue STEM degrees and enter STEM-related careers. Learn more about interventions that combat this gender gap, ranging from mentorship programs to organizational and institutional policy changes.

Subtle Linguistic Cues Increase Girls’ Engagement in Science

Subtle shifts in linguistic cues, such as describing science as an action instead of as an identity, may decrease the gender gap in science among young children.

Marjorie Rhodes, Sarah-Jane Leslie, Kathryn M. Yee, Katya Saunders (2019)

Improving Girls' Sense of Fit in Science: Increasing the Impact of Role Models

Beyond merely exposing girls to role models, actively encouraging girls to choose a role model may improve their sense of fit in science.

Laurie T. O'Brien, Aline Hitti, Emily Shaffer, Amanda R. Van Camp, Donata Henry, Patricia N. Gilbert (2017)

An ally you say? Endorsing White women as allies to encourage perceptions of allyship and organizational identity-safety among Black women

Inside STEM organizations, Black women report feeling greater trust and belonging when there is perceived allyship from other female employees.

India R. Johnson, Evava S. Pietri (2020)

Dual-anonymization Yields Promising Results for Reducing Gender Bias: A Naturalistic Field Experiment of Applications for Hubble Space Telescope Time

Anonymizing information, such as gender, about grant applicants reduced gender bias, particularly in male reviewers, who tended to rate female applicants significantly worse than male applicants.

Stefanie K. Johnson, Jessica F. Kirk (2020)

Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

Black female students are statistically least recommended and rated as least prepared for AP Calculus by high school counselors, which has implications for their likelihood of success in the long-term.

Dania V. Francis, Angela de Oliveira, Carey Dimmitt (2019)

Can Female Doctors Cure the Gender STEMM Gap? Evidence from Randomly Assigned General Practitioners

Girls who have female doctors in childhood are significantly more likely to pursue STEMM fields in their education. This exposure to female doctors can also improve their intergenerational mobility.

Julie Riise, Barton Willage, Alexander Willén (2019)

Implicit Stereotypes: Evidence From Teachers' Gender Bias

Italian middle school math teachers’ implicit gender stereotypes about math widen classroom gender gaps.

Michela Carlana (2019)

How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates

Intersectional stereotypes about gender and race hinder the advancement of women, Latinx people, and African Americans in STEM.

Asia A. Eaton, Jessica F. Saunders, Ryan K. Jacobson, Keon West (2019)

One size may not fit all: Exploring how the intersection of race and gender and stigma consciousness predict effective identity-safe cues for Black women

Featuring Black women scientists on science companies’ websites is one recruitment practice that can close gender and racial gaps within STEM fields by increasing feelings of trust and belonging for Black women job applicants.

Evava S. Pietri, India R. Johnson, Ezgi Ozgumus (2018)

Two Brief Interventions to Mitigate a “Chilly Climate” Transform Women’s Experience, Relationships, and Achievement in Engineering

Interventions designed to counteract the negative psychological impacts of social marginalization can help close the gender gap in STEM fields.

Gregory M. Walton, Christine Logel, Jennifer M. Peach, Steven J. Spencer, Mark P. Zanna (2015)

Topic Overview

STEM

Improving Girls' Sense of Fit in Science: Increasing the Impact of Role Models

Beyond merely exposing girls to role models, actively encouraging girls to choose a role model may improve their sense of fit in science.

Laurie T. O'Brien, Aline Hitti, Emily Shaffer, Amanda R. Van Camp, Donata Henry, Patricia N. Gilbert (2017)

Dual-anonymization Yields Promising Results for Reducing Gender Bias: A Naturalistic Field Experiment of Applications for Hubble Space Telescope Time

Anonymizing information, such as gender, about grant applicants reduced gender bias, particularly in male reviewers, who tended to rate female applicants significantly worse than male applicants.

Stefanie K. Johnson, Jessica F. Kirk (2020)

Can Female Doctors Cure the Gender STEMM Gap? Evidence from Randomly Assigned General Practitioners

Girls who have female doctors in childhood are significantly more likely to pursue STEMM fields in their education. This exposure to female doctors can also improve their intergenerational mobility.

Julie Riise, Barton Willage, Alexander Willén (2019)

How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates

Intersectional stereotypes about gender and race hinder the advancement of women, Latinx people, and African Americans in STEM.

Asia A. Eaton, Jessica F. Saunders, Ryan K. Jacobson, Keon West (2019)

Two Brief Interventions to Mitigate a “Chilly Climate” Transform Women’s Experience, Relationships, and Achievement in Engineering

Interventions designed to counteract the negative psychological impacts of social marginalization can help close the gender gap in STEM fields.

Gregory M. Walton, Christine Logel, Jennifer M. Peach, Steven J. Spencer, Mark P. Zanna (2015)

Subtle Linguistic Cues Increase Girls’ Engagement in Science

Subtle shifts in linguistic cues, such as describing science as an action instead of as an identity, may decrease the gender gap in science among young children.

Marjorie Rhodes, Sarah-Jane Leslie, Kathryn M. Yee, Katya Saunders (2019)

An ally you say? Endorsing White women as allies to encourage perceptions of allyship and organizational identity-safety among Black women

Inside STEM organizations, Black women report feeling greater trust and belonging when there is perceived allyship from other female employees.

India R. Johnson, Evava S. Pietri (2020)

Do School Counselors Exhibit Bias in Recommending Students for Advanced Coursework?

Dania V. Francis, Angela de Oliveira, Carey Dimmitt (2019)

Implicit Stereotypes: Evidence From Teachers' Gender Bias

Italian middle school math teachers’ implicit gender stereotypes about math widen classroom gender gaps.

Michela Carlana (2019)

One size may not fit all: Exploring how the intersection of race and gender and stigma consciousness predict effective identity-safe cues for Black women

Evava S. Pietri, India R. Johnson, Ezgi Ozgumus (2018)

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