Reducing STEM gender bias with VIDS (video interventions for diversity in STEM)

Area of Science:

• Social Psychology
• STEM Education
• Intervention Science

Background:

• Gender biases significantly contribute to the underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) fields.
• Validated interventions to mitigate these biases are scarce, despite community calls for action.

Purpose of the Study:

• To evaluate the efficacy of Video Interventions for Diversity in STEM (VIDS) in reducing gender bias.
• To assess the impact of different video formats (narrative, expert interview, hybrid) on bias reduction and related outcomes.

Main Methods:

• An interdisciplinary team developed VIDS, short videos presenting empirical gender bias research findings.
• Two experiments exposed participants to VIDS in one of three conditions: narrative, expert interview, or hybrid, compared to a control group.

Main Results:

• VIDS significantly reduced gender bias and increased awareness, positive attitudes toward women in STEM, empathy, and intentions for gender parity behaviors.
• Narrative videos were more effective for emotional impact, while expert interviews enhanced awareness and attitudes.
• The hybrid condition combined strengths, though effects were sometimes slightly attenuated compared to single-format videos.

Conclusions:

• VIDS demonstrate substantial immediate and persistent effects in reducing gender bias across diverse populations, including STEM faculty.
• The findings support the use of targeted video interventions to promote gender equity in STEM.