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

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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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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 › Psychology › Applied Psychology › Career Development and Diversity
Social Sciences › Psychology › Developmental and Educational 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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