The Effects of Information Provision on the Gender Gap in Technology: Experimental Evidence From Course Enrollment and Major Decisions

Abstract

This article reports on the impacts of a nudge intervention designed to narrow the gender gap in technology education. I randomly assigned approximately 4,000 college freshmen to one of three advising interventions during new student orientation. Students in the treatment group received a brochure containing information about technology courses and were exposed to stereotypical imagery, neutral imagery, or counter-stereotypical imagery. Information provision had a positive impact on both technology course take-up and technology major selection. A stronger response by men led to an overall increase in the gender gap, but this gap is smallest among students exposed to counter-stereotypical imagery.