Implicit Gender-STEM Stereotypes and College Major Choice. EdWorkingPaper No. 25-1230
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| Title: | Implicit Gender-STEM Stereotypes and College Major Choice. EdWorkingPaper No. 25-1230 |
|---|---|
| Language: | English |
| Authors: | Stephanie Owen, Derek Rury, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 48 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sex Stereotypes, STEM Education, Predictor Variables, Gender Differences, Majors (Students), Course Selection (Students), Salaries, Humanities, Role Models, Females, College Freshmen, Student Behavior, Student Characteristics |
| Assessment and Survey Identifiers: | Implicit Association Test |
| Abstract: | Implicit stereotypes about gender and STEM may unconsciously shape students' academic choices and contribute to gender gaps in major choice, but there is limited economic evidence on this channel. To study this relationship, we administer a gender-science Implicit Association Test (IAT) to a sample of primarily first-semester undergraduates, and link results to original survey data and administrative transcript data. On average, students in our sample implicitly associate men with STEM and women with humanities, with no differences by student gender. Our key finding is that implicit stereotypes are strongly predictive of behavior. Male students with a one standard deviation higher male-science association are 7-9 ppt more likely to intend to major in STEM, while female students are 8-10 ppt less likely. We find similar relationships between implicit stereotypes and observed STEM course-taking and officially declared major. These patterns are robust to controls for expected earnings, preferences for major characteristics such as salary and job flexibility, presence of female role models, and explicit beliefs about women in STEM and humanities. Our results suggest that implicit stereotypes may be a promising focus for interventions targeting gender gaps. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674056 |
| Database: | ERIC |
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