Abstract

We show in a large-scale field experiment that a brief exposure to female role models workingin scientific fields affects high school students’ perceptions and choice of undergraduatemajor. While the classroom interventions generally reduce the prevalence of stereotypicalviews on jobs in science and gender differences in abilities, the effects on educationalchoices are concentrated among high-achieving girls in Grade 12. They are more likelyto enroll in selective and male-dominated STEM programs in college. The most effectiverole model interventions are those that improved students’ perceptions of STEM careerswithout overemphasizing women’s underrepresentation in science.