Which role models are best for STEM? Researchers offer recommendations in new analysis
An analysis of the effect role models have on students’ motivation in studying STEM subjects points to new ways to deploy these leaders in order to encourage learning across different populations. The recommendations provide a resource for parents, teachers, and policymakers seeking to maximize role models’ impact in diversifying the fields of science, technology, engineering, and mathematics.
“STEM fields fail to attract and retain women as well as racial and ethnic minorities in numbers proportional to their share of the population,” explains Andrei Cimpian, a professor in New York University’s Department of Psychology and the senior author of the paper, hich appears in the International Journal of STEM Education. “A popular method to diversify the STEM workforce has been to introduce students to STEM role models, but less clear is how effective this approach is — simply because it’s not certain which role models resonate with different student populations.”
“Our recommendations, based on an analysis of over 50 studies, are aimed at ensuring that STEM role models are motivating for students of all backgrounds and demographics,” adds lead author Jessica Gladstone, an NYU postdoctoral fellow at the time of the study and now a researcher at Virginia Commonwealth University.
Marian Wright Edelman, founder and president emerita of the Children’s Defense Fund, popularized the phrase “You can’t be what you can’t see,” which emphasized the importance of having role models with whom diverse populations could identify.
While many have claimed that exposing students to role models is an effective tool for diversifying STEM fields, the evidence supporting this position is mixed. Moreover, the researchers note, the argument is a vague one, leaving open questions about under what conditions and for which populations role models can be useful for this purpose.
Gladstone and Cimpian sought to bring more clarity to this important issue by reframing the question being asked. Rather than asking “Are role models effective?,” they asked a more specific — and potentially more informative — question: “Which role models are effective for which students?”
In addressing it, they reviewed 55 studies on students’ STEM motivation as a function of several key features of role models — their perceived competence, their perceived similarity to students, and the perceived attainability of their success. They also examined how features of the students themselves, such as their gender, race/ethnicity, age, and identification with STEM, modulate the effectiveness of role models. More