The effect of a role model project upon the attitudes of ninth‐grade science students

Abstract

This article will describe an in-school intervention project that used female role models to change the attitudes of 964 Iowa girls and boys in 57 ninth-grade science classes toward science, math, and technical curricula and careers. The differences between the students' mean pretest and posttest scores on each of six factors found to be associated with students' attitudes toward science and math and technical careers were analyzed to determine which of five experimental groups responded most positively to the intervention. Higher difference scores indicated that the attitudes of girls and boys who participated in the intervention improved more than the attitudes of girls and boys in the control groups, suggesting that the use of female role models in the science classroom is an effective way to change students' attitudes toward science, math, and related careers.

The current state of gender-specific delinquency programming

“…Those that did were grounded in relational-cultural theory, though the extent to which these discussions involved critical analyses of gender relations and power differentials in society was unclear. On the other hand, Sisters of Nia and the Cultural Enhancement Project specifically sought to foster gender androgyny amongst African American girls, based on research indicating that an androgynous gender identity predicts positive social and psychological development amongst adolescents, and African American girls in particular (Belgrave, Reed, Plybon, Butler, et al, 2004;Belgrave, Reed, Plybon, & Corneille, 2004;Evans, Whigham, & Wang, 1995;Townsend, 1999).…”

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

“…Teachers are significant role models for students, and studies have shown that a lack of female role models or an overrepresentation of male role models can create a stereotype threat with consequent negative effects on women's academic success and decisions on whether or not to work in the field (Bandura, 1997;Evans, Whigham, & Wang, 1995;Marx & Roman, 2002;McIntyre et al, 2005). In addition, several studies show that successful female role models can alleviate the gender stereotype effect (Marx & Roman, 2002;McIntyre et al, 2005).…”

Effects of Role Models from Films on Short-Term Ratings of Intent, Interest, and Self-Assessment of Ability by High School Youth: A Study of Gender-Stereotyped Academic Subjects

“…Additionally, a number of empirical studies have demonstrated that by making role models available, one can bring about changes in attitudes (Evans, Whigham, & Wang, 1995), stereotypes (Spence, et al, 1975;Deaux & Lewis, 1984), stereotype threat (Waenke, Bless, & Wortberg, 2003), as well as course selections and career choices (Tobin & Fox, 1980;Campbell, 1986;Smith & Erb, 1986;Lunneborg, 1987). For this reason, frequent attempts have been made to alter stereotypes through the use of nontraditional role models (National Academy of Sciences, 1987;Clewell & Anderson, 1991).…”