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
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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In the citing paper
“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
In the citing paper
“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
Citations
Cites
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Stereotype Threat and Women's Math Performance
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The psychology of self-defense: Self-affirmation theory
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Self-citationAn integrated process model of stereotype threat effects on performance
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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-citationThornton, 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
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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.
Cited by
Sorted by citations
Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345
Gender Similarities and Differences
Hyde, J. S. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115057 · Cited by 1,262
The Psychology of Change: Self-Affirmation and Social Psychological Intervention
Cohen, G. L., & Sherman, D. K. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115137 · Cited by 1,302
Self-citationThe Psychology of Working Theory.
Duffy, R. D., Blustein, D. L., Diemer, M. A., & Autin, K. L. (2016) · Journal of Counseling Psychology · doi:10.1037/cou0000140 · Cited by 1,209
Wang, M.-T., & Degol, J. (2013) · Developmental Review · doi:10.1016/j.dr.2013.08.001 · Cited by 837
Metadata
- 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
- Venue
- Science
- Published
- 2010-11-26
- Volume
- 330
- Issue
- 6008
- Pages
- 1234-1237
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- 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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