Attempts to Reduce the Gender Gap

There have been several studies done of interventions aimed at reducing the gender achievement gap in science classes. Some interventions, such as instituting mentoring programs aimed at women or restructuring the course curriculum, have had limited success. The most successful interventions have been a form of psychological interventions called values affirmation. In a famous study of women's achievement in college science by Miyake et al., values affirmation was successful in reducing the differences between male and female academic achievement in college-level introductory physics classes, and it has been particularly effective at combating the psychological phenomenon known as stereotype threat.

Values affirmation exercises require students to either write about their most important values or their least important values two times at the beginning of the 15-week course. After this intervention, the modal grades of women enrolled in the course increased from a C to a B. Psychological interventions such as this one show promise for increasing women's achievement in math and science courses and reducing the achievement gap that exists between the genders in these subject areas, but further research will need to be done in order to determine whether the positive effects are long-lasting.