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Stereotypes, Awareness, and STEM Major Choice

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  • De Paola, Maria

    (University of Calabria)

  • Ordine, Patrizia

  • Rose, Giuseppe

    (University of Calabria)

Abstract

This study examines whether awareness of implicit gender-science stereotypes influences university enrollment in STEM fields. We designed a randomized controlled trial involving 566 Italian high school seniors, combining surveys with an Implicit Association Test to measure unconscious biases. Before students finalized their university enrollment, a treatment group received personalized feedback on their IAT scores, while a control group received no information. Results show that revealing implicit stereotypes significantly reshapes educational choices, but with sharply contrasting gender effects. For women—who initially exhibited stronger stereotypes—feedback increased the probability of enrolling in STEM majors. Conversely, men with strong stereotypes who received feedback became less likely to choose STEM fields. These results highlight that awareness of implicit biases can be a powerful yet double-edged tool for addressing gender gaps in STEM education.

Suggested Citation

  • De Paola, Maria & Ordine, Patrizia & Rose, Giuseppe, 2025. "Stereotypes, Awareness, and STEM Major Choice," IZA Discussion Papers 18226, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp18226
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    References listed on IDEAS

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    Keywords

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    JEL classification:

    • J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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