The DOI matches its Crossref record; 97 of the 97 references it cites were found in a registry or an index.
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
Open accessAbstract
Women are more likely to leave science, technology, engineering, and mathematics compared to men, in part because they lack similar role models such as peers, teaching assistants, and instructors. We examined the effect of a brief, scalable online intervention that consisted of a letter from a female role model who normalized concerns about belonging, presented time spent on academics as an investment, and exemplified overcoming challenges on academic performance and persistence. The intervention was implemented in introductory psychology (Study 1, N = 258) and chemistry (Study 2, N = 68) courses. Relative to the control group, the intervention group had higher grades and lower failing and withdrawal rates.
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Cites
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A question of belonging: Race, social fit, and achievement.
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A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Walton, G. M., & Cohen, G. L. (2011) · Science · doi:10.1126/science.1198364 · Cited by 1,992 · cited 5×
“We extend existing approaches by providing a female role model who (a) normalizes poor performance and feelings of not belonging (e.g., Walton & Cohen, 2007, 2011; Walton et al., 2015; Wilson & Linville, 1982, 1985), (b) directs students to think about time and effort spent on academics as an…”
BackgroundMethodInfluentialAronson, J., Fried, C. B., & Good, C. (2002) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2001.1491 · Cited by 1,889
Cited by
The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017
Blackburn, H. (2017) · Science & Technology Libraries · doi:10.1080/0194262x.2017.1371658 · Cited by 353
What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students
Tuma, T. T., & Dolan, E. L. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.23-05-0070 · Cited by 32
Liu, Z., & Kringos, N. (2025) · International Journal of STEM Education · doi:10.1186/s40594-025-00580-0 · Cited by 11
Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review
Caballero Díaz, D., Amin, A., Musa, P., & Leung, V. (2026) · Education Sciences · doi:10.3390/educsci16020220
Metadata
- Authors
- Herrmann, S. D., Adelman, R. M., Bodford, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. Y.
- Venue
- Basic and Applied Social Psychology
- Publisher
- Informa UK Limited
- Published
- 2016-08-19
- Volume
- 38
- Issue
- 5
- Pages
- 258-268
- ISSN
- 0197-3533 (ISSN-L)
- 1532-4834
- OpenAlex
- W2512169538
- Cited by
- 285
- References
- 97
- FWCI
- 29.59
- Type
- journal article
- Language
- en
- Open access
- bronze
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- Herrmann, S. D., Adelman, R. M., Bodford, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. Y. (2016). The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses. Basic and Applied Social Psychology. https://doi.org/10.1080/01973533.2016.1209757
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
