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

  title={Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation},
  author={Akira Miyake and Lauren E. Kost-Smith and Noah D. Finkelstein and Steven Pollock and Geoffrey L. Cohen and Tiffany A Ito},
  pages={1234 - 1237}
Writing to Close Gaps Some have questioned whether findings in the laboratory obtained under controlled conditions and limited contexts bear any relevance to behavior in real-world environments in which ordinary people cope with real-life challenges. Recent studies have shown a replicable and long-term effect of a brief writing exercise on the academic performance of African-American seventh graders in an inner-city public school. Miyake et al. (p. 1234) extended this approach to show that a… 
Closing achievement gaps with a utility-value intervention: Disentangling race and social class.
Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate.
Achievement Gaps With a Utility-Value Intervention : Disentangling Race and Social Class
Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S.,
Norway’s gender gap: classroom participation in undergraduate introductory science
ABSTRACT: To assess the extent that gender disparities exist at the undergraduate level in STEM, we analyzed participation in three large introductory biology classes in Norway, a country with one of
The Effect of Values Affirmations on Introductory College Chemistry Grades Among Women
Evidence indicates that value affirmations can reduce the achievement gap in science classrooms. Self-affirmation theory suggests that interventions work with students with under-developed
Exams disadvantage women in introductory biology
This work shows that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 and provides strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.
Promoting science motivation in American Indian middle school students: an intervention
Abstract U.S. national data show that American Indians earn lower math and science scores than other ethnic/racial groups. In the current study, a brief, self-affirmation intervention was aimed at
Enhancing a Brief Writing Intervention to Combat Stereotype Threat Among Middle-School Students
Experimental research has demonstrated both the deleterious effects of negative stereotypes about ability on academic performance and the relative ease with which stereotypes can be countered in
Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey
The underrepresentation of women in science, technology, engineering, and mathematics (STEM)-related fields remains a concern for educators and the scientific community. Gender differences in
Do female physics students benefit from informal physics programs they facilitate?
Gender bias, reduced sense of belonging, and lower physics self-efficacy are among the challenges faced by female students who choose to study physics. Prior studies focusing on this underrepresented
Personal standards: Measuring the impact of values and identity on first-year physics learning
This paper explores how beliefs about self affect learning when students could feel performance anxiety. We examine the generalisability to Australian science students of recent work in USA. The


Reducing the Racial Achievement Gap: A Social-Psychological Intervention
The results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.
Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?
Previous research Lorenzo et al., Am. J. Phys. 74, 118 2006 demonstrated that the difference in performance between male and female students can be reduced and even eliminated, in consistent fashion,
Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors
The attrition of females studying physics after high school is a growing concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus,
The Costs of Accepting Gender Differences: The Role of Stereotype Endorsement in Women's Experience in the Math Domain
Two studies were designed to examine the costs of stereotype endorsement for women's self-perceptions, career intentions, and susceptibility to stereotype threat in the math domain. Study 1, a survey
Stereotype Threat and Women's Math Performance
Abstract When women perform math, unlike men, they risk being judged by the negative stereotype that women have weaker math ability. We call this predicament stereotype threat and hypothesize that
Characterizing the gender gap in introductory physics
of males and females. Males and females have significantly different prior understandings of physics and mathematics. Females are less likely to take high school physics than males, although they are
Has Feminism Changed Science?
  • L. Schiebinger
  • Education
    Signs: Journal of Women in Culture and Society
  • 2000
Do women do science differently? This is a history of women in science and a frank assessment of the role of gender in shaping scientific knowledge. Science is both a profession and a body of
Stereotype threat and working memory: mechanisms, alleviation, and spillover.
Using mathematical problem solving as a test bed, the authors demonstrate in 5 experiments that ST harms math problems that rely heavily on working memory resources--especially phonological aspects of this system.