Persistent gender disparities in STEM remain, even when girls perform equally well as boys in STEM subjects. These disparities suggest the importance of challenging existing preconceived views about gender differences in STEM and highlight the need for role models who may help change these views. A recent study investigated whether female tutors in STEM-related subjects improve girls’ STEM interest, engagement, and math performance.
The researchers partnered with a New England school district where five high schools offered Algebra 1 tutoring to ninth-grade students. The students were placed into small tutoring groups ranging from one to three students, and then randomly assigned to match with either a female or male tutor. Initially, tutoring was planned as an in-person, school-day program. However, due to difficulties hiring enough local tutors, it was ultimately delivered in person at two schools and virtually at three others. 422 students were in the final analysis sample, taught by 23 tutors.
Results indicated that ninth-grade girls who learned from female math tutors reported markedly higher interest in STEM compared to those who learned from male tutors (a 0.73 standard deviation difference). Moreover, they were also 3.9% more likely to earn at least a C- in Algebra 1. No significant difference was found for tutoring assessments or attendance, likely due to measurement issues. Thus, the study highlighted the positive STEM role model that female tutors can play, particularly during the early high school years. The findings indicate that ensuring additional female tutors for gender matching in STEM at the outset of students’ high school careers may be a promising strategy to mitigate gender inequality in STEM.
Source (Open Access): Bleiberg, Joshua, Carly D. Robinson, Evan Bennett, and Susanna Loeb. (2025). The Impact of Tutor Gender Match on Girls’ STEM Interest, Engagement, and Performance. (EdWorkingPaper: 25-1178). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/n6xz-cs89