LAUSR

Abstract In two studies, the present research tested whether a paper-based game intervention that guides participants into understanding and questioning their assumptions about gender can decrease biases. Participants in Study 1 (N = 143 college students) and Study 2 (N = 341 high school students) played a game in which they either had to realize that a scientist character was a woman (Intervention condition) or a professor (Control condition) to solve the mystery. Across both studies, in a game with a storyline that included both male and female scientists, the vast majority of students who used gendered pronouns assumed that non-gendered scientist characters were men. In Study 1, playing the Intervention version of the game had no effect on college students' explicit or implicit attitudes toward women in science. In Study 2, there was a positive effect of the Intervention condition on implicit attitudes: participants in the Intervention condition were less likely to describe a female professor as a man than were participants in the Control condition. However, there was a negative effect of the Intervention condition on explicit attitudes toward women in science. Taken together, the present research points to the continued need for research on raising awareness of bias and developing interventions that can decrease biases while avoiding defensiveness.