An educational intervention to improve women's academic STEM outcomes: Divergent effects on well-represented vs. underrepresented minority women.

OBJECTIVES The aim of this field experiment was to test the effect of a social psychological intervention on an ethnically diverse sample of first-year college women majoring in science, technology, engineering, and math (STEM). We hypothesized that grade point averages in STEM courses would be higher in the intervention condition relative to the control condition. Furthermore, we tested competing hypotheses about the moderating role of belonging to either a well-represented (WR) or underrepresented minority (URM) ethnic group in STEM. METHOD The sample (N = 199) included 115 women from WR ethnic groups and 84 women from URM ethnic groups who were randomly assigned to condition. Women in the intervention were educated about the harmful impact of gender stereotypes in STEM and provided with effective strategies for coping with stereotype threat. At the end of their first year, we obtained participants' academic transcripts. RESULTS At the end of their first year in college, URM women in the intervention condition had higher grade point averages in their STEM courses than URM women in the control condition. The intervention had no effect on WR women. CONCLUSIONS The present research demonstrates the importance of intersectional approaches to studying the experiences of women in STEM. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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