How Effective are Female Role Models in Steering Girls Towards Stem? Evidence from French High Schools
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- handle: 10670/1.zz31ss
- hal: hal-04012314
- doi: 10.1093/ej/uead019
- WOS: 000954733900001
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info:eu-repo/semantics/altIdentifier/doi/10.1093/ej/uead019
info:eu-repo/semantics/OpenAccess
Mots-clés
Role models Gender gap STEM Stereotypes Choice of study C - Mathematical and Quantitative Methods/C.C9 - Design of Experiments/C.C9.C93 - Field Experiments I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I24 - Education and Inequality J - Labor and Demographic Economics/J.J1 - Demographic Economics/J.J1.J16 - Economics of Gender • Non-labor DiscriminationSujets proches
Models, Role Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Thomas Breda et al., « How Effective are Female Role Models in Steering Girls Towards Stem? Evidence from French High Schools », HAL-SHS : économie et finance, ID : 10.1093/ej/uead019
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Résumé
We show in a large-scale field experiment that a brief exposure to female role models working in scientific fields affects high school students’ perceptions and choice of undergraduate major. The classroom interventions reduced the prevalence of stereotypical views on jobs in science and gender differences in abilities. They also made high-achieving girls in Grade 12 more likely to enrol in selective and male-dominated STEM programs in college. Comparing treatment effects across the 56 role model participants, we find that the most effective interventions are those that improved students’ perceptions of STEM careers without overemphasizing women’s under-representation in science.