Abstract

Abstract Studies examining factors (e.g., STEM stereotypes) that underlie the recruitment and retention of STEM students are critical as the demand for STEM professionals is rapidly increasing. This experimental study tested the effects of role model biographies that challenge common STEM stereotypes (i.e., STEM is for gifted individuals and for European American males) on 1035 STEM and non‐STEM undergraduate students. Findings showed that role model exposure had positive effects on both STEM and non‐STEM students’ interest in STEM as well as their perceived identity compatibility between the self and STEM. Role model exposure had a positive impact on academic sense of belonging among STEM and non‐STEM students, and a positive impact on academic self‐efficacy among STEM students, but not non‐STEM students.