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

The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.

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

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1126/science.1195996

Cites

25 of 25 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The Psychology of Self-Affirmation: Sustaining the Integrity of the Self
Steele, C. M. (1988) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60229-4 · Cited by 3,697
Stereotype Threat and Women's Math Performance
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1373 · Cited by 3,435
The psychology of self-defense: Self-affirmation theory
Sherman, D. K., & Cohen, G. L. (2006) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(06)38004-5 · Cited by 1,614
Self-citation
An integrated process model of stereotype threat effects on performance
Schmader, T., Johns, M., & Forbes, C. (2008) · Psychological Review · doi:10.1037/0033-295x.115.2.336 · Cited by 1,576
Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat
Good, C., Aronson, J., & Inzlicht, M. (2003) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2003.09.002 · Cited by 1,096
Reducing the racial achievement gap: A social-psychological intervention
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006) · Science · doi:10.1126/science.1128317 · Cited by 1,073
Self-citation
Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
Thornton, R., & Sokoloff, D. (1998) · American Journal of Physics · doi:10.1119/1.18863 · Cited by 871
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009) · Science · doi:10.1126/science.1170769 · Cited by 800
Self-citation
Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving
Heller, P. M., Keith, R. L., & Anderson, S. M. (1992) · American Journal of Physics · doi:10.1119/1.17117 · Cited by 736
Stereotype threat and working memory: mechanisms, alleviation, and spillover
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.136.2.256 · Cited by 587

Show all 25 references

Research works printed but not linked: 3

National Academy of Sciences Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Future (National Academy Press Washington DC 2005).
Brahmia S., Etkina E., J. Coll. Sci. Teach. 31, 183 (2001).
C. M. Steele S. J. Spencer J. Aronson in Advances in Experimental Social Psychology M. P. Zanna Ed. (Academic Press San Diego CA 2002) pp. 183–242.

Sorted by citations

Items 701–747 of 747

Análisis cognitivo y emocional de los beneficios didácticos del uso de talleres STEM en primaria
Mateos-Núñez, M., & Martínez‐Borreguero, G. (2022) · Ápice Revista de Educación Científica · doi:10.17979/arec.2022.6.1.8954
The Effect of Values Affirmations on Introductory College Chemistry Grades Among Women
Isaac, C. A., & Lee, B. (2021) · International Journal of Multiple Research Approaches · doi:10.29034//ijmra.v13n2a2
Advancing Women of Color in STEM: Understanding the Role of Education and the Workplace
Alfred, M. V. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1441112
Pathways of female resilience!
Samuel, Y. (2021) · doi:10.17760/d20412919
Leveraging queer epistemic subjectivity to advance justice through physics teaching
McNeill, R. T., Leyva, L. A., White, G. D., & Mitchell, N. D. (2022) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2022.plenary.pr.mcneill
Modelos e técnicas para detecção de ameaça de estereótipo de gênero em ambientes educacionais online
dos Santos, J. J. (2022) · Digital Library of Theses and Dissertations (Universidade de São Paulo) · doi:10.11606/t.55.2022.tde-01032023-144052
Een systematische literatuurreview van onderzoek naar interventies gericht op de retentie van vrouwen in de STEM-velden in hoger onderwijs en arbeidsmarkt
van der Zee, S., Rouweler, M., Harmsen, A., & Aalderen, S. V. (2021) · Tijdschrift voor Hoger Onderwijs · doi:10.59532/tvho.v39i1.13378
Effects of attachment security priming on women’s math performance
Almeida, A. S. D., Gillath, O., Kahalon, R., & Shnabel, N. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1124308
Can a visual values-affirmation intervention improve test scores of students in areas affected by crisis?
Shephard, D. D., Osseiran, A., & Makki, F. (2023) · Behavioral Science & Policy · doi:10.1177/23794607231192720 · Cited by 1
Creating a Community-Focused Lab Section in a Large Computer Science Course (Experience)
Schatz, J., Makki, Z., Kloosterman, J., Levesque, E. M., & Rypkema, H. A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--40406
In Their Own Words: The Community College Experience toward an Engineering Baccalaureate Degree
Carter, J. Z. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43939
GIFTS: Learning Theory Workshop Led to First-Year Classroom Innovations
Kecskemety, K., Grier, B. J., Morin, B., & Kramer, A. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--43801
How to design research-aligned diversity, equity, and inclusion interventions in physics
Johnson, A. C. (2025) · Physical Review Physics Education Research · doi:10.1103/q643-8928
Women and Physics (Second Edition)
McCullough, L. (2024) · Institute of Physics eBooks · doi:10.1088/978-0-7503-6435-5
Examining Initial Expectations, Preferences, and Concerns of Diverse Students in an Introductory Statistics Course to Inform Course Improvements
vanEs, C. L., Meaders, C. L., & Smith, M. K. (2025) · Journal of Statistics and Data Science Education · doi:10.1080/26939169.2025.2455193
Examining Black Students’ and Mentors’ Experiences in a Summer Engineering Experience for Kids Program
Fletcher, T. L., Alharbi, A. M., Qasim, M., Hooper, K., & Collins, E. (2025) · Journal for STEM Education Research · doi:10.1007/s41979-024-00142-z
Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields
Premraj, D. (2018) · doi:10.12794/metadc1404530
A technology-based randomized controlled trial of self-affirmation and gain-framed health messaging to reduce sedentary behavior in older adultsPreprint
Ai, M., Thovinakere, N., Walker, C. S., Ordway, C., Quinoñez, E., Melsky, E., D’Agostino, F., Tobias, C., Whitfield, S., Phillips, S. M., et al. (2025) · medRxiv · doi:10.1101/2025.02.18.25322482
A Self-Affirmation Intervention for Responsible Parties in Restorative Justice
Gehman, R. M., & Pinel, E. C. (2025) · International Journal of Offender Therapy and Comparative Criminology · doi:10.1177/0306624x251343925
THE GENDER GAP IN LOWER SECONDARY SCHOOL PHYSICS COMPETITIONS: CONSIDERING NUMERIC AND SYMBOLIC PROBLEMS
Vučetić, B. M., Maksimović, B. Z., Vučković, D., Milojević, M. M., Mitrović, M. M., & Žekić, A. (2025) · Journal of Baltic Science Education · doi:10.33225/jbse/25.24.567
Classroom Community Measures Increase with a Graduate TA, In-Person Delivery, and Upper-Level Number in Undergraduate Biology Lab Courses
Richard, E. E. M., & Kulesza, A. E. (2025) · The journal of college science teaching · doi:10.1080/0047231x.2025.2521420
A short-term critical zone geophysics program designed to recruit, retain, and foster community amongst 1st and 2nd year undergraduates historically marginalized in geosciences
Keating, K., O’Connell, K., Mount, G. J., Hayes, J. L., DiBiase, R. A., Brantley, S. L., Donaldson, Y., & Tarzona, A. (2025) · Journal of Geoscience Education · doi:10.1080/10899995.2025.2535029
Surveying Diverse Student Voices in Introductory Biology Courses Using Conceptual Metaphor AnalysisPreprint
Ramos, L., Zanzucchi, A., Squibb, S. D., & Beaster‐Jones, L. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5385238
Strengthening Your Networks and Responding to Stress and Strain: What Humans in STEM Can Learn from Soft Matter and Biological Materials
Bhatia, S. R., & Ross, J. L. (2025) · Industrial & Engineering Chemistry Research · doi:10.1021/acs.iecr.5c02000
Additional file 3 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066041
Additional file 2 of Development of a behaviour change intervention using a theory-based approach, Behaviour Centred Design, to increase nurses’ hand hygiene compliance in the US hospitals
Sands, M., & Aunger, R. V. (2021) · Figshare · doi:10.6084/m9.figshare.14059432
Additional file 6 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066050
Additional file 5 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066047
Additional file 1 of Development of a behaviour change intervention using a theory-based approach, Behaviour Centred Design, to increase nurses’ hand hygiene compliance in the US hospitals
Sands, M., & Aunger, R. V. (2021) · Figshare · doi:10.6084/m9.figshare.14059429
Additional file 4 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066044
Additional file 3 of Development of a behaviour change intervention using a theory-based approach, Behaviour Centred Design, to increase nurses’ hand hygiene compliance in the US hospitals
Sands, M., & Aunger, R. V. (2021) · Figshare · doi:10.6084/m9.figshare.14059435
Additional file 8 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066056
Additional file 1 of The Shamiri group intervention for adolescent anxiety and depression: study protocol for a randomized controlled trial of a lay-provider-delivered, school-based intervention in Kenya
Osborn, T. L., Venturo-Conerly, K. E., Wasil, A. R., Rodriguez, M., Roe, E., Alemu, R. E. G., Arango G., S., Gan, J. Y., Wasanga, C., Schleider, J. L., et al. (2020) · Figshare · doi:10.6084/m9.figshare.13279278
Additional file 7 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066053
Additional file 2 of Testing the effects of the Shamiri Intervention and its components on anxiety, depression, wellbeing, and academic functioning in Kenyan adolescents: study protocol for a five-arm randomized controlled trial
Venturo-Conerly, K. E., Osborn, T. L., Wasil, A. R., Le, H., Corrigan, E., Wasanga, C., & Weisz, J. R. (2021) · Figshare · doi:10.6084/m9.figshare.17066038
Effects of rumination and distraction on working memory performance in individuals with depressive tendencies and trait anxiety
Echigo, K., & Umeda, S. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2025.106180
Mismatched Expectations: The Complex Interplay Between Societal Expectations and False Individual Feedback on Physiology During Competition
Singh, K., Hangen, E. J., Journault, A., Elliot, A. J., & Jamieson, J. P. (2026) · Psychophysiology · doi:10.1111/psyp.70252
Decent work in terms of perceptions of gender-related career barriers and marginalization: a mediated moderator model
ÖZTÜRK, Ş. B., & Korkmaz, O. (2026) · Current Psychology · doi:10.1007/s12144-026-09169-4
Academic Identity and Self-Regulation Strategies During the Transition to College: The Roles of Quiet Ego and Self-Esteem
Wayment, H. A. (2026) · Behavioral Sciences · doi:10.3390/bs16040489 · Cited by 1
Les étudiants de basse classe sociale face au risque de mobilité ascendante : quels impacts sur l’adoption de buts de performance-évitement et sur les performances ?
Bruno, A. (2019) · theses.fr (ABES) · doi:10.70675/4e6a1683zc708z4499z9d3fzd61461c833cc
Mindset, bien-être et réussite académique : articulation de la mentalité malléable, du coping proactif et de la motivation dans un contexte d’accomplissement
Parada, S. (2020) · theses.fr (ABES) · doi:10.70675/afdb09cez8483z4f73zb7b3z2f35f4b0eca2
Self-affirmation and productivity: Backfiring among those who could benefit the most
Rockenbach, B., Schneiders, S., Tonke, S., Vollan, B., & Weiss, A. R. (2026) · The Economic Journal · doi:10.1093/ej/ueag041
Faculty Learning Communities As A Route To Inclusive Excellence In Stem
Siegel, M. A., Bae, Y., Morton, T. R., Ngai, C., Khajeloo, M., Mahapatra, S., Sharma, R., Nilon, C., & Schul, J. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-047-420251026
Gender differences in how expectancy, value, and cost relate to self-reported behavioral engagement in an undergraduate computer science course
Ranellucci, J., Court, A., Wintner, A., & Bergey, B. W. (2026) · Computer Science Education · doi:10.1080/08993408.2026.2692296
When Do Stereotype Threat Interventions Influence Leadership Outcomes? Evidence From Two Randomized Experiments
Uslu, D., Çetinkaya, E., & Kisbu‐Sakarya, Y. (2026) · Journal of Applied Social Psychology · doi:10.1111/jasp.70091
The Empathetic Human: The Story of How Story Increases Cognitive and Social Ability
Flores, O. C. (2014) · Scholarly and Creative Works from DePauw University (DePauw University)
Analyzing conceptual gains in introductory calculus with interactively-engaged teaching styles
Thomas, M. (2013) · UA Campus Repository (The University of Arizona)

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks