Abstract
The effects of cinematic female role models on self-confidence in own abilities, interest, and academic elective intents of secondary school pupils were analyzed in two studies. In Study 1 the participants (N=283) were randomly assigned to 1 of 3 groups. Each group watched a film after which they completed a questionnaire. In Film 1 the lead female character demonstrated conventional female ...
Abstract
The effects of cinematic female role models on self-confidence in own abilities, interest, and academic elective intents of secondary school pupils were analyzed in two studies. In Study 1 the participants (N=283) were randomly assigned to 1 of 3 groups. Each group watched a film after which they completed a questionnaire. In Film 1 the lead female character demonstrated conventional female characteristics and was discernibly untalented in mathematics and the natural sciences, in Film 2 the lead female character did not exhibit conventional female characteristics and was gifted in mathematics and the natural sciences, and in Film 3 the lead female character was typically female and gifted in mathematics and the natural sciences. Film 3, in which the lead female character not only contradicted the stereotype of women not being gifted at mathematics and the natural sciences but also should not have elicited subtyping processes, turned out to be effective among girls with High prior interest and boys in general. In contrast, this film had unexpected effects among girls with Low prior interest. Instead of showing, as expected, merely weaker effects than those found for the other groups, this role model even had a deterrent effect on girls with Low prior interest. In Study 2 (N=55) an investigation assessed whether Film 3 could exercise a similarly positive effect on female pupils with Low prior interest were a female role model to depict constructive coping with difficulties in mathematics and the natural sciences prior to the presentation of the film. Results show this is possible.
Altmetric