Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Miyake, Akira; Kost-Smith, Lauren E.; Finkelstein, Noah D.; Pollock, Steven J.; Cohen, Geoffrey L.; Ito, Tiffany A.

doi:10.1126/science.1195996

Cited by 747Career Development and DiversityEducation, Achievement, and GiftednessSocial and Intergroup Psychology

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Miyake, Akira, Kost-Smith, Lauren E., Finkelstein, Noah D., Pollock, Steven J., Cohen, Geoffrey L., Ito, Tiffany A.·2010·Science

DOI 10.1126/science.1195996

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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.

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Women who had been randomly assigned to complete values affirmation exercises in their class performed better on their course exams and earned higher grades than did those who completed control exercises.
“Women who had been randomly assigned to complete values affirmation exercises in their class performed better on their course exams and earned higher grades than did those who completed control exercises.”
From The Psychology of Change: Self-Affirmation and Social Psychological Intervention (2014) · cites this paper as Miyake et al. 2010
Values affirmation has also helped female college students enrolled in introductory physics, a gateway science course.
“Values affirmation has also helped another group of students who contend with social identity threat: female college students enrolled in introductory physics, a gateway science course (Miyake et al. 2010).”
From The Psychology of Change: Self-Affirmation and Social Psychological Intervention (2014) · cites this paper as Miyake et al. 2010

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Classroom Study of Values Affirmation Reducing the Gender Achievement Gap in College Science: A
Miyake, A. (2010)
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Authors: Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A.
Affiliations: University of Colorado Boulder (US)
Department of Physics, University of Colorado at Boulder, Boulder, CO, USA.
Stanford University (US)
Corresponding author: Miyake, Akira
ORCID: Miyake, Akira
Finkelstein, Noah D.
Pollock, Steven J.
Cohen, Geoffrey L.
Venue: Science
Publisher: American Association for the Advancement of Science (AAAS)
Published: 2010-11-26
Volume: 330
Issue: 6008
Pages: 1234-1237
ISSN: 0036-8075 (ISSN-L)
1095-9203
DOI: 10.1126/science.1195996
OpenAlex: W2123684590
Cited by: 746
References: 25
Citations by year: 2026: 10 · 2025: 26 · 2024: 24 · 2023: 23 · 2022: 44 · 2021: 71 · 2020: 150 · 2019: 64 · 2018: 48 · 2017: 48 · 2016: 56 · 2015: 48 · 2014: 53 · 2013: 38 · 2012: 21
FWCI: 68.77
Type: journal article
Language: en
Open access: closed
Locations: Science (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Safety Research › Career Development and Diversity
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Keywords: gender differences in achievement, values affirmation, gender stereotypes, women in physics, university science education, psychological intervention, gender gap in STEM, introductory physics, student performance
MeSH terms: Achievement, Educational Measurement, Female, Humans, Learning, Male, Physics, Self Concept, Sex Factors, Social Values, Stereotyping, Universities

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Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

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