This study experimentally examined how portraying computer scientists as geniuses affects high school students' motivation in pSTEM (physical sciences, technology, engineering, and mathematics). Prior research showed a negative correlation between the genius stereotype and pSTEM motivation. This experiment used situated expectancy-value theory to test if media invoking this stereotype impacts students' expectancy and value beliefs about pSTEM. Results showed that students exposed to the genius stereotype experienced a significant decline in pSTEM value beliefs, but not expectancy beliefs. This suggests that the genius stereotype may devalue pSTEM, potentially impacting girls and underrepresented groups more strongly.

Christine R. Starr