Over the past five decades, the number of women in STEM fields has risen markedly, yet significant disparities remain. Persistent gender biases and negative stereotypes create environments that can deter, discourage, and hinder women and marginalized genders from entering and advancing in STEM careers.

To confront these obstacles, a research team at York University designed a targeted intervention that challenges boys’ gendered assumptions about STEM. Through candid, staged conversations during a STEM summer camp, the program encouraged young male participants to develop a more positive view of girls’ STEM abilities.

The study, led by Emily Cyr, an SSHRC Postdoctoral Fellow at York University, was published in the peer‑reviewed journal Child Development.

Gender bias permeates every level of education—from elementary school through university—and often prevents girls from exploring STEM subjects in high school or pursuing them later.

To counteract these biases, the researchers crafted a conversation‑based intervention that could be seamlessly integrated into STEM summer camps. They evaluated its effectiveness with 667 boys aged 9 to 15 attending camps across Canada.

Participants were randomly assigned to either an intervention or a control conversation. In the intervention group, camp staff—comprised of undergraduate and graduate students in STEM—guided the boys through a multi‑stage dialogue: first identifying their core values, then sharing a personal anecdote that highlighted why girls’ STEM skills are often underestimated, and finally encouraging reflection on their own experiences.

Results showed that boys who engaged in the intervention developed a more favorable perception of girls’ STEM competence, with the strongest effect observed among the youngest campers. The study also found that intervention participants formed more female friendships by the camp’s conclusion, underscoring the importance of early bias‑reduction efforts.

“This type of intervention could go a long way in addressing the persistent barriers women face when striving to feel a sense of belonging and to thrive in STEM higher education and careers,” Cyr remarked in a press release.

“What sets this study apart is that we tackled gender gaps during childhood, before girls are pushed out of STEM,” she added.

While the journey toward gender equity in STEM continues, early, conversation‑based interventions such as Cyr’s demonstrate promising potential to make a lasting difference.