How Video Role Models Combat STEM Stereotypes to Increase Identity Perceptions and STEM Dispositions for Female and Minority Students (Poster 42)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

There is a need to increase the representation of women and minorities studying STEM fields. Self-Determination Theory and social identity theory can explain how stereotypes related to STEM professionals and careers may conflict with students’ individual and group identities and create barriers to developing positive STEM identities. This quasi-experimental study introduced urban 10th grade students to video role models who countered STEM related stereotypes. Paired samples t-tests show treatment group students increased in gender/STEM identity compatibility as well as STEM dispositions. Though female and minority students were the target of this research, positive effects were seen for male students as well. Results suggest that a video role model intervention is an effective way to increase diversity and engagement in STEM.

Authors

• Katherine Nicole Vela, Utah State University

• Sandra Miles, Utah State University