A field experiment tested an intervention to maximize the impact of a science outreach program by encouraging early adolescent girls (N = 240, M_age =12) to adopt female role models. Girls participated in workshops led by female role models who were scientific experts in their field. Afterward, they were randomly assigned to choose and write about their favorite workshop leader or to write about the first workshop leader. We hypothesized that the intervention would benefit girls who chose and wrote about a favorite leader. However, girls in both conditions experienced significant increases in science identity. Girls demonstrated strong role model identification with the workshop leaders; moreover, role model identification was associated with increases in science identity. Girls in the chosen leader condition focused on her competence and supportiveness more than girls in the assigned leader condition. There was no difference in science identity between girls from well-represented and underrepresented minority (URM) ethnic groups in scientific fields. URM girls, surprisingly, identified more with the workshop leader than well-represented girls. Science workshops led by female role models with relevant expertise may facilitate science identification among early adolescent girls from diverse ethnic backgrounds.

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最大化接触科学榜样的影响：测试干预措施以提高少女的科学认同感

一项实地实验测试了一种干预措施，通过鼓励早期青春期女孩（N  = 240，M_年龄）最大限度地提高科学推广计划的影响=12) 采用女性榜样。女孩们参加了由女性榜样领导的讲习班，她们是各自领域的科学专家。之后，他们被随机分配选择和写他们最喜欢的车间领导或写第一个车间领导。我们假设干预将使选择并撰写最喜欢的领导者的女孩受益。然而，在这两种情况下，女孩的科学身份都显着增加。女孩们表现出对车间领导的强烈榜样认同；此外，榜样认同与科学认同的增加有关。处于选定领导条件的女孩比处于指定领导条件的女孩更关注她的能力和支持。来自科学领域代表性良好和代表性不足的少数民族 (URM) 族群的女孩在科学身份上没有差异。令人惊讶的是，URM 女孩对研讨会负责人的认同感高于具有代表性的女孩。由具有相关专业知识的女性榜样领导的科学讲习班可以促进来自不同种族背景的早期青春期女孩的科学识别。