It was hypothesized that there would be a reduced gender gap in performance for female students who completed the values affirmation. 

Wayne State University

In this study, the researchers tested whether the values affirmation could reduce the gender achievement gap in a 15-week introductory physics course for STEM majors. 
- It was a randomized double-blind study. 
- 399 students (283 men and 116 women)

Testing Effect of Values Affirmation on Reducing Gender Gap in Physics 

Miyake, A., Kost-Smith, L.E., Finkelstein, N.D., Pollock, S.J., Cohen, G.L. & Ito, T.A. (2010). Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation. Science (New York, N.Y.), 330(6008), 1234–1237. https://doi.org/10.1126/science.1195996

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Hypothesis: Effect values affirmation on gender gap in physics 

- Students were given a 15 min writing exercise in class about values. This exercise was only self-relevant for the affirmation group.  
- Students were randomly assigned to two conditions: the values affirmation group or the control group. 
- The affirmation group wrote about their most important values and why
- The control group wrote about least important values and why these values could be important to other people
- Course instructors and teacher assistants were unaware of the students' condition group. 
- This exercise was conducted twice throughout the course (in week 1 and week 4).
-  Student stayed in the same group for both exercises. 
- In week 2 , students would be asked to give their opinion of the stereotype that men perform better than women in physics. 
- Outcome measures to test the effect of values affirmation: scores on in class exams (three midterms and a final) and the Force and Motion Conceptual Evaluation (FMCE)


Method: Effect of Values Affirmation on Gender Gap in Physics 

The results show that the values intervention reduced the gender gap in performance. 
- Fig. 1A (attached in child node) shows that in the control group men outperformed women on overall exams. However, in the affirmation group, the gender gap is significantly smaller compared to the control group. 
- Fig. 1B (attached in child node) shows that in the control group men outperformed women on FMCE. However, in values affirmation group the gender gap is significantly smaller compared to the control group. 
- Fig. 2 shows that women's performance improved from average (C) to average (B) in affirmation group. In the control group women earned more C's. 
- Fig. 3 shows that the values affirmation was beneficial for women who tended to believe the gender stereotype. Fig. 3A shows the effect on overall exams and fig. 3B on the FMCE. 

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