Policy Memo #4

Authors:
Ursula Nguyen, University of Texas at Austin
Catherine Riegle-Crumb, Ph.D., University of Texas at Austin

PolicyDATE
Brief #4
date

Counter-stereotypical beliefs about scientists strong
predictor of STEM intentions for Black and Latinx adolescents
SUMMARY
Racial and gender underrepresentation in STEM majors and careers continues to persist despite several initiatives
designed to increase minority participation in the sciences. Much of the research to understand the lack of diversity
in STEM has traditionally focused on the negative impact of stereotypes about one’s academic abilities or the negative
perceptions one holds about the physical and social attributes of scientists. However, a new study from researchers
at University of Texas at Austin found that old tropes about who scientists are did not resonate with about half (>500)
of the Black and Latinx adolescents surveyed. Girls of color held the most counter-stereotypical views about
scientists. As these students transitioned from middle school to high school, holding non-stereotypical views about
scientists were shown to be significant predictors of a student’s intention to major in STEM. Encouraging educators
to provide images of scientists engaged in real work and ensuring those images reflect the ethnic, racial, and gender
diversity present in public school classrooms while also attending to structural barriers, may help promote STEM
interest among minoritized students.

Black female students held the most counter-stereotypical views of scientists.
Middle school is a critical time for identity formation
and the development of future career plans for many
adolescents. Schools play a significant role in
exposing and preparing youth for vast opportunities
across many fields. Yet too often, Black and Latinx
students are dissuaded from pursing STEM majors
and careers. To shift the underrepresentation of Black
and Latinx participation in STEM majors and
occupations, a shift in our understanding of the
dynamics attributed to Black and Latinx youth
perceptions about scientists and their intentions to
pursue specific STEM majors is necessary. To that
end, this longitudinal study of about 1,100 Black and
Latinx students in an urban Southwest school district
found:
• Counter-stereotypical views about who scientists
are, the work they do, and how they spend their time
outside of work were strong predictors of a student’s
intentions to pursue STEM majors.
• Specifically, these views were shown to predict
intentions to major in computer science, a field in
which Black and Latinx students are severely
underrepresented, and engineering.
• Gender is a distinguishing factor in a student's
preferred STEM discipline, as girls are much more
likely to want to major in biology than boys. This tracks
with data that shows 60% of bachelor's degrees in
biology are awarded to females. Holding

What does this mean for educators?
As educators in urban districts continue to fight for
resource equity to deliver high quality instruction
and to eliminate structural barriers long known to
exacerbate disparities, it is imperative to also
consider how policies, curriculum, and classroom
practices shape the STEM identities and intentions
of minoritized students. Specifically, educators
should:
• Provide images of scientists engaged
in real work
• Invest in STEM curriculum and
materials that reflect the gender, racial, and
ethnic diversity of public school students
• Shift resources to attract and retain
highly qualified STEM teachers
• Offer advanced courses in STEM
across multiple disciplines

counter-stereotypical views of scientists were not
related to girls' intentions to major in biology but were
related to boys' intentions to major in biology
• Broader views of scientists were not strong
predictors of Black or Latinx males or females
intentions to major in math or physical sciences.
For more information contact corresponding author
Catherine Riegle-Crumb riegle@austin.utexas.edu