Compared to other fields, there are fewer women and people of color in most science, technology, engineering, and math (STEM) fields.

IS STEM ONLY “FOR SOME”?Percentage of bachelorʼs degrees earned by female students:

Biology Math &Statistics

Physical Sciences

Engineering ComputerScience

62% 43% 39% 20% 19%

Visuals

Marketing

Messages

ExplanationsAttitudes

Parents give boysmore explanations

about STEM subjects. Iʼm not a

math person!

Teachersʼ attitudes predict studentsʼ later success and choices.

ExpectationsParents think STEM is

harder and less interesting for girls than boys.

From a young age, boys have more access to STEM

toys and activities.

Stereotypic images of who “should” do science

are everywhere.

STEM toys and experiences are heavily

marketed to boys.

Girls are just as smart as

boys.

Words can signal who does STEM: “Girls are

just as good as boys” implies girls are not really as good.

Ty is just more interested

in math than his sister.

Kids, itʼs time to do math together!

ActivitiesEnvironment Relationships LanguageThe people and things

around us signal who belongs, and

who doesnʼt.

I believe you can

do it!

Access

for boys!! for girls!!

Use inclusive language, like

“kids” or “students” instead

of “boys and girls.”Set up classrooms to feel welcoming

to all students.

Feeling connected to others motivates children in STEM.

Seeing how STEM can be used to connect and help

people makes young women more interested.

Provide STEM toys for

everyone to play with.

Representation matters. Introduce children to diverse

role models in STEM they can identify with.

Use experiences to broaden ideas about

who does STEM.

Give all children positive STEM experiences,

beginning in preschool.

Support childrenʼs interests, but also

encourage them to explore new things.

Make it social! Relationships support

STEM learning.

Pay attention to how you use language

around STEM topics.

Encourage children to

see mistakes as part of a

learning process.

Have high expectations of all children

in STEM subjects.

(Yeager et al., 2014)

Itʼs all part of the

process.

(Dweck & Master, 2009)

(Master, Cheryan, & Meltzoff, 2017)

(Diekman et al., 2011)

(Jacobs et al., 2005)

(Chestnut & Markman, 2018)

(Beilock et al., 2010)

(Crowley et al., 2001)

(Tenenbaum & Leaper, 2003)

(Sweet, 2014)

(Cheryan, Master, & Meltzoff, 2015)

(Master, Cheryan, & Meltzoff, 2016)

(Levine et al., 2012)

(Cheryan, Drury, & Vichayapai, 2013)

(Master, Cheryan, Moscatelli, & Meltzoff, 2017)

(Renninger, Nieswandt, & Hidi, 2015)

(Hilliard & Liben, 2010)

Content: Allison Master, PhD

Design: Amelia Bachleda, PhD

depts.washington.edu/iamlabmodules.ilabs.uw.edu