The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses

被引：157

作者：

Herrmann, Sarah D. ^{[1
]}

Adelman, Robert Mark ^{[1
]}

Bodford, Jessica E. ^{[1
]}

Graudejus, Oliver ^{[1
]}

Okun, Morris A. ^{[1
]}

Kwan, Virginia S. Y. ^{[1
]}

机构：

[1] Arizona State Univ, Tempe, AZ USA

来源：

BASIC AND APPLIED SOCIAL PSYCHOLOGY | 2016年 / 38卷 / 05期

关键词：

STEREOTYPE THREAT; PSYCHOLOGICAL INTERVENTIONS; COLLEGE-FRESHMEN; ACHIEVEMENT GAP; SCIENCE; IDENTITY; STUDENTS; IMPACT; MATH; AIR;

D O I：

10.1080/01973533.2016.1209757

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

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.

引用

页码：258 / 268

页数：11

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