It was hypothesized that women would experience greater declines or weaker increases on the critical social-cognitive variables than men. It was expected to see the largest changes in the proximal variables (support and barriers) and the least changes in the distal variable (interest).   

Hypothesis:  social cognitive changes during an introductory STEM course

The purpose of the study is to investigate whether students enrolled in an entry level course required for STEM majors experienced changes in critical social-cognitive variables within the first semester and if those changes were comparable for men and women.  

Wayne State University

- The differential effect of the null environment:  uses the weeding out mentality which basically means that capable students will pass their classes with minimal help and or encouragement. The effect is that women have to use their personal resources to pass the class. However, environments are negatively stereotyped against women with greater intellectual ability and women often have access to fewer resources --> women leave STEM. 
- Stereotype threat: when the  fear to confirm a negative stereotype about one's group, interferes with performance. The weeding out mentality causes some people to feel like they should fail, which therefore heightens the salience of stereotypes about intellectual ability of different groups. 

Factors that influence why women and underrepresented minorities leave the STEM major 

Hardin, E. E., & Longhurst, M. O. (2016). Understanding the gender gap: Social cognitive changes during an introductory stem course. Journal of Counseling Psychology, 63(2), 233–239. https://doi.org/10.1037/cou0000119

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