%0 Journal Article %1 Miyake26112010 %A Miyake, Akira %A Kost-Smith, Lauren E. %A Finkelstein, Noah D. %A Pollock, Steven J. %A Cohen, Geoffrey L. %A Ito, Tiffany A. %D 2010 %J Science %K education gender.gap %N 6008 %P 1234-1237 %R 10.1126/science.1195996 %T Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation %U http://www.sciencemag.org/content/330/6008/1234.abstract %V 330 %X In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

@article{Miyake26112010, abstract = {In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.}, added-at = {2012-10-17T08:16:26.000+0200}, author = {Miyake, Akira and Kost-Smith, Lauren E. and Finkelstein, Noah D. and Pollock, Steven J. and Cohen, Geoffrey L. and Ito, Tiffany A.}, biburl = {https://www.bibsonomy.org/bibtex/2bb5ad7e072b8acc675007531c1224bc1/ji}, description = {Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation}, doi = {10.1126/science.1195996}, eprint = {http://www.sciencemag.org/content/330/6008/1234.full.pdf}, interhash = {ef1bed177e0466316fb71b8096fb0e42}, intrahash = {bb5ad7e072b8acc675007531c1224bc1}, journal = {Science}, keywords = {education gender.gap}, number = 6008, pages = {1234-1237}, timestamp = {2012-10-17T08:16:26.000+0200}, title = {Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation}, url = {http://www.sciencemag.org/content/330/6008/1234.abstract}, volume = 330, year = 2010 }