A 5-yr study of an upper-division course explored changes in student learning outcomes when the course was changed from a standard lecture to a flipped format. Student exam scores, particularly for female and low-GPA students, improved significantly.

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Black women are underrepresented in science, technology, engineering, and math (STEM) and report feeling unwelcome in STEM. A successful scientist exemplar or role model may signal to Black women they are valued in STEM environments. We investigated who acts as an identity-safety cue for Black women. In Study 1, Black women students who learned about a Black man or a Black woman professor in a hypothetical School of Science and Engineering reported greater anticipated belonging and trust, relative to those learning about a White man or a White woman professor. In Study 2, we recruited Black women STEM majors from a predominantly White institution and a women-only historically Black college. We examined how both groups identified role models in STEM and assessed how perceptions that role models were allies related to belonging in the institution and belonging in STEM. Across both educational environments, having Black women and Black men role models, and perceiving role models who lacked a common racial identity as allies, positively related to belonging in the institution. We encourage the use of Black exemplars and role models, as well as allies, in interventions geared toward increasing belonging among Black women in STEM. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319830926 and a podcast for instructors who want to use this article for teaching is available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

Despite evidence that gender biases contribute to the persistent underrepresentation of women in science, technology, engineering, and mathematics, interventions that enhance gender bias literacy about these fields remain rare. The current research tested the effectiveness of two theoretically grounded sets of videos at increasing gender bias literacy as characterized by (a) awareness of bias, (b) knowledge of gender inequity, (c) feelings of efficacy at being able to notice bias, and (d) recognition and confrontation of bias across situations. The narrative videos utilized entertaining stories to illustrate gender bias, while the expert interview videos discussed the same bias during an interview with a psychology professor. The narrative videos increased participants' immersion in the story and identification with characters, whereas the expert interviews promoted logical thinking and perceptions of being knowledgeable about gender bias facts. Compared with control videos, the narrative and expert interview videos increased awareness of bias (Experiments 1 and 2) and influenced knowledge of gender inequity, self-efficacy beliefs, and the recognition of bias in everyday situations (Experiment 2). However, only the expert interview videos affected participants' intentions to confront unfair treatment.