“Each time a woman stands up for herself, without knowing it possibly, without claiming it, she stands up for all women.” — Maya Angelou
The Power of Representation: Observational Learning & Social Learning Theory
What we see shapes what we believe is possible. The “Scully Effect” is a prime example of how representation influences aspirations. Women who watched The X-Files were inspired by the character Dana Scully, a medical doctor and FBI agent, to pursue careers in STEM (science, technology, engineering, and mathematics). A study by the Geena Davis Institute on Gender in Media and 21st Century Fox found that exposure to Scully positively influenced women’s career aspirations and confidence in male-dominated fields.
This aligns with Albert Bandura’s Social Learning Theory (1977), which suggests that individuals learn behaviors and aspirations through observational learning. When young women see female role models in STEM or leadership roles, they are more likely to envision themselves succeeding in those fields. Role models serve as a mirror, reflecting what is possible and breaking the notion that certain careers are out of reach for women.
Breaking Stereotypes: Reducing Stereotype Threat in STEM
Although more women are entering STEM fields, these careers remain largely male-dominated, which can reinforce lingering stereotypes and self-doubt among young women. This can create a psychological barrier known as stereotype threat, a concept introduced by Claude Steele (1997), which explains how fear of confirming negative stereotypes can lead to anxiety and lower performance.
Research by Olsson and Martiny (2018) found that exposure to female role models in non-traditional roles helps counteract stereotype threat, encouraging gender-counterstereotypical aspirations and greater motivation. When educational institutions normalize the presence of women in STEM, they foster a sense of belonging and make these career paths seem not only possible but expected.
Building Confidence: Self-Efficacy & Career Identity Development
Adolescence is a crucial period for identity formation. Erikson’s Psychosocial Development Theory (1968) highlights career exploration as a key component of this stage, while Marcia’s Identity Status Theory (1980) emphasizes the role of external influences like mentors and role models in shaping career identities.
Bandura’s Self-Efficacy Theory (1986) further explains that an individual’s confidence in their ability to succeed influences career choices. When young women see successful female figures in STEM, their own self-efficacy strengthens, making them more likely to pursue and persist in these fields. Research has consistently shown that when female students perceive themselves as competent in STEM subjects, they are more inclined to pursue STEM careers.
Expectancy-Value Theory: Motivating Girls to Pursue STEM
Beyond confidence, motivation plays a crucial role in career choices. Eccles and Wigfield’s Expectancy-Value Theory (2002) states that individuals’ expectations of success and the value they place on a subject influence their career decisions.
A study conducted by Universidad CEU San Pablo, Madrid examined the impact of role-model interventions where female STEM professionals visited schools to discuss their careers. The study, which involved 304 girls (ages 12-16), assessed their perceptions before and after the sessions. The results showed a significant increase in:
- Enjoyment of mathematics
- Belief in its importance
- Confidence in their ability to succeed in STEM
- Aspirations to pursue STEM careers
Notably, the more counterstereotypical the role models were, the stronger the impact on girls’ STEM aspirations. This underscores the importance of female representation in fostering long-term engagement in STEM fields.
The Need for Diverse Role Models
Women’s aspirations take many forms, and role models should reflect this diversity. Some aim for leadership roles, while others pursue careers in research, education, or entrepreneurship. Success isn’t one-size-fits-all, and young women need role models who show that fulfillment can come in many ways.
While celebrating CEOs and award-winners is important, highlighting only elite success can make achievement seem out of reach. A student may relate more to a young professional just starting out than to a billionaire entrepreneur. Showcasing women at different stages and in varied industries makes success feel attainable and inspires a broader range of ambitions.
Conclusion: Educational Psychology’s Role in Gender Equity
The influence of female role models on young women’s aspirations is a critical issue in educational psychology. Empirical evidence supports the idea that exposing young women to successful female figures in STEM reduces gender stereotypes, enhances self-efficacy, and increases motivation.
Schools and policymakers must actively integrate female role models into education systems to promote gender equity and long-term engagement in STEM fields. By diversifying role models and ensuring greater visibility, society can inspire the next generation of female leaders and innovators.
References
- The Influence of Female Role Models on Women’s Implicit Science Cognitions
- The Influence of Role Models on Women’s Career Choices
- Does Exposure to Counter stereotypical Role Models Influence Girls’ and Women’s Gender Stereotypes and Career Choices? A Review of Social Psychological Research
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.02264/full
- 4 Successful Women Share Unexpected Impact Of Leadership Storytelling
- 100 Empowering Feminist Quotes from Inspiring Women – Harper’s Bazaar
https://www.harpersbazaar.com/culture/features/a4056/empowering-female-quotes/
- New study on women who watched ‘The X-Files’ backs up ‘Scully Effect’ – BigThink
- Does Exposure to Counter stereotypical Role Models Influence Girls’ and Women’s Gender Stereotypes and Career Choices? A Review of Social Psychological Research
- Girls in STEM: Is It a Female Role-Model Thing
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.02204/full
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