Gender and Racial Stereotype Endorsement and Implications for STEM Outcomes Among High-Achieving Underrepresented Adolescent Females

This study utilized 75 female high-achieving high school students participating in a STEM intervention program to examine the extent to which students endorse negative racial and gender stereotypes about ability in STEM fields and the impact that endorsing negative stereotypes has on future STEM aspirations. In addition, the study examined whether the 5-week intervention program affected negative stereotype endorsement and was associated with positive outcomes. The findings add depth to literature on race and gender intersectionality, demonstrating that among female students of color, racial stereotypes are more salient than gender stereotypes. Additionally, the endorsement of negative racial stereotypes was negatively related to STEM aspirations, but a promising finding was that a 5-week STEM course focused on students of color significantly decreased these stereotypes. This work has implications for programming and increasing access and opportunity for females of color in STEM. The report from the AERA 2013 proceedings is attached.

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