In an experimental setting, Lauer et.al found that the recommended values-affirmation writing task was able to improve female students' learning gains in several introductory science classes (Intro Bio, Biochem, Physics).

• However, survey measures found that the both the control and test populations strongly disagreed with claims that would normally contribute to stereotype threat (e.g "I expect men to generally do better than women in biology"), even among the male sub-population.

Lauer et.al suggests that the gender-based stereotype threat may not be consistent through institutions, and that previous initiatives focused on hiring female faculty may be "paying off" by inspiring current students as more and more female instructors being teaching introductory courses. In addition, Lauer et.al suggests that there may be a "stereotype reactance" effect, where women may respond to the challenge by overperforming, rather than stress about the stereotype.