Drawing on a large-scale field study, the authors demonstrate that brief exposure to female role models working in scientific fields influences secondary school pupils’ perceptions as well as their choices of higher education courses. The classroom interventions reduced the prevalence of stereotypes regarding scientific careers and differences in ability between women and men. They also increased the likelihood that the highest-achieving Year 13 pupils would enrol on selective courses in science, technology, engineering and mathematics (STEM), fields traditionally dominated by men. By comparing the effects of the interventions carried out by the 56 female role models who took part, the authors found that the most effective were those that improved perceptions of careers in science, technology, engineering and mathematics, without placing undue emphasis on the under-representation of women in these disciplines.
HAL: halshs-01713068
