Replication Data for: Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention
This dataset contains data from the study entitled “Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention”. The study is quasi-experimental and aims to analyze the influence of a female role-model intervention on adolescents’ gender stereotypes about math ability, math...
| Autores: | , , |
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| Formato: | conjunto de datos |
| Fecha de publicación: | 2026 |
| País: | España |
| Recursos: | Consorci de Serveis Universitaris de Catalunya (CSUC) |
| Repositorio: | CORA.Repositori de Dades de Recerca |
| OAI Identifier: | oai:dnet:cora.rdr____::456d2cc6b0ab70abd95ac0771d2f0c25 |
| Acesso em linha: | https://doi.org/10.34810/DATA3266 |
| Access Level: | acceso abierto |
| Palavra-chave: | Social Sciences Study choices Career aspirations Role models STEM Science--Study and teaching Technology--Study and teaching Engineering--Study and teaching Mathematics--Study and teaching Stereotypes (Social psychology) Self-concept of Ability Values |
| Resumo: | This dataset contains data from the study entitled “Inspiring Expectancy-Value Pathways To Stem Through A Female Role-Model Intervention”. The study is quasi-experimental and aims to analyze the influence of a female role-model intervention on adolescents’ gender stereotypes about math ability, math expectancy-values, and STEM aspirations. The research was conducted with a sample of 885 Spanish secondary students (average age =16 years old). During the baseline phase all students were asked to answer a survey. Then, students were randomly assigned to either the experimental (watching a video with women in STEM) or control group (not exposed to any video) before responding to the survey. The results of the analyses with multi-group structural equation modeling (controlling for school level) show that the role-model sessions had an impact on female students’ self-concept of math ability and enhanced the influence of math utility value on STEM aspirations. In comparison to students in the control group, students in the experimental group had an increase in their self-concept of math ability and STEM aspirations. Among boys and girls who saw the videos, all motivation factors as well as stereotypes about math abilities increased when students believed that the female role models developed counter-stereotypical competencies. However, students’ stereotypes about math abilities did not decrease after exposure to role model intervention. The implications of the findings for long-term STEM engagement are discussed. |
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