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Field
Last Published
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Before
August 28, 2024 03:04 PM
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After
October 11, 2024 09:50 PM
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Field
Data Collection Complete
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Before
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After
Yes
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Field
Intervention (Public)
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Before
We designed a survey-based randomized experiment in which students were randomly exposed to profiles of fictitious top-performing students. There were two profile types: a female top performer and a male top performer. Each profile included a picture accompanied by a statement: “A top-performing [male or female] student in your classroom would be an example for you with respect to STEM study.”
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After
We designed a survey-based randomized experiment in which participants were randomly exposed to profiles of fictitious top-performing students. There were two profile types: a female top performer and a male top performer. Each profile included a picture accompanied by a statement: “A top-performing [male or female] student in your classroom would be an example with respect to STEM/non-STEM study.”
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Field
Primary Outcomes (End Points)
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Before
Respondent’s perception/expectation of role model influence on STEM study using a 0-100 scale (with 0 reflecting no influence and 100 strong influence) from a top-performer profile that matches the respondent's gender.
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After
Respondent’s perception/expectation of role model influence on STEM/non-STEM study using a 0-100 scale (with 0 reflecting no influence and 100 strong influence) from a male/female top-performer profile.
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Field
Primary Outcomes (Explanation)
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Before
Participants were asked to rate, on a 0-100 scale (with 0 indicating no influence and 100 indicating the highest influence), the perceived or expected impact of these top-performing students. To investigate the underlying mechanisms, we then asked participants: “Why do you believe exposure to a [male or female] who excels in your classroom would
affect you?” Respondents were provided with the following answer options: increase in self-confidence, increase in the sense that success is feasible, obtaining information from them, studying together, or other. Respondents were allowed to choose multiple answers.
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After
Participants were asked to rate, on a 0-100 scale (with 0 indicating no influence and 100 indicating the highest influence), the perceived or expected impact of these top-performing students. To investigate the underlying mechanisms, we then asked participants to rate their perceptions of impact from exposure to a [male or female] who excels in the classroom. Respondents were provided with the following answer options: increase in self-confidence, increase in the sense that success is feasible, obtaining information from them, studying together, or other.
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Field
Experimental Design (Public)
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Before
We develop a survey experiment in which individuals are exposed to randomized images of students of different gender excelling in different subjects. Participants are asked whether they think that the image of the student they see could provide good examples for other students in terms of STEM study.
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After
We develop a survey experiment in which individuals are exposed to randomized images of students of different gender excelling in different subjects. Participants are asked whether they think that the image of the student they see could provide good examples for other students in terms of STEM/non-STEM study.
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