Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM

Jessica R. Gladstone, Andrei Cimpian

Research output: Contribution to journalReview articlepeer-review

Abstract

Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models’ effects on student motivation: If we determine which role models are effective for which students, we will be in a better position to maximize role models’ impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students’ STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics—an important step toward diversifying STEM.

Original languageEnglish (US)
Article number59
JournalInternational Journal of STEM Education
Volume8
Issue number1
DOIs
StatePublished - Dec 2021

Keywords

  • Diversity
  • Motivation
  • Role models
  • STEM
  • Science

ASJC Scopus subject areas

  • Education

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