TY - JOUR
T1 - The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
AU - Herrmann, Sarah D.
AU - Adelman, Robert Mark
AU - Bodford, Jessica E.
AU - Graudejus, Oliver
AU - Okun, Morris A.
AU - Kwan, Sau
PY - 2016/8/19
Y1 - 2016/8/19
N2 - Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a female role model who normalized concerns about belonging, presented time spent on academics as an investment, and exemplified overcoming challenges on academic performance and persistence. The intervention was implemented in introductory psychology (Study 1, N = 258) and chemistry (Study 2, N = 68) courses. Relative to the control group, the intervention group had higher grades and lower failing and withdrawal rates.
AB - Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a female role model who normalized concerns about belonging, presented time spent on academics as an investment, and exemplified overcoming challenges on academic performance and persistence. The intervention was implemented in introductory psychology (Study 1, N = 258) and chemistry (Study 2, N = 68) courses. Relative to the control group, the intervention group had higher grades and lower failing and withdrawal rates.
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U2 - 10.1080/01973533.2016.1209757
DO - 10.1080/01973533.2016.1209757
M3 - Article
AN - SCOPUS:84982299409
SN - 0197-3533
SP - 1
EP - 11
JO - Basic and Applied Social Psychology
JF - Basic and Applied Social Psychology
ER -