A growing body of experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in STEM fields. In response, the scientific community has called for methods to reduce STEM gender bias, but few tested interventions currently exist. To address this gap, we partnered with professional filmmakers to created VIDS (Video Interventions for Diversity in STEM), interventions derived from research in communications and the psychological literature on attitude change, persuasion, and diversity intervention efficacy. VIDS consists of two sets of short videos that expose participants to empirical results from published gender bias research. One set illustrated results using narratives (i.e., compelling stories), and the second set presented the same results using expert interviews (i.e., straightforward presentation of facts). A hybrid condition utilized a combination of the narrative and expert interview videos.

VIDS have been shown to increase bias literacy as characterized by (a) awareness of bias, (b) knowledge of gender inequity, (c) feelings of efficacy at being able to notice bias, and (d) recognition and confrontation of bias across situations (Pietri et al., 2017). Additionally, VIDS reduce modern sexism, improve attitudes towards women in STEM, and engage the action-oriented emotions of empathy and anger on the part of both male and female scientists and adults from the general population (Moss-Racusin et al., 2018).

In recent work, we have supplemented VIDS with an additional module, UNITE, that promotes the message that gender bias can change and be surmounted, and that provides actionable tools for addressing bias. When paired with VIDS, UNITE is effective at buffering perceptions that bias is immutable and protecting self-efficacy to address bias (Hennes et al., 2018). In related work, we found that teaching women about gender bias in STEM (via VIDS) can be threatening and decrease their sense of belonging in STEM. However, integrating the UNITE module with VIDS, buffers against these harmful effects and protect women’s belonging (Pietri et al., in press).

This website provides information about VIDS, including the videos themselves as well as summary of the videos and potential discussion questions. You can also review publications and presentations of research exploring the efficacy of VIDS. Results suggest that this easily-disseminated intervention can ameliorate pernicious STEM gender biases, thereby potentially promoting meritocracy, diversity, and excellence in STEM.

Terms of Use

VIDS are a free resource for the scientific community. The videos and their accompanying information may be used free of charge for non-commercial research purposes only. VIDS cannot be re-distributed or published without written consent.

A C K N O W L E D G E M E N TS

Use of VIDS should be acknowledged as follows:
Pietri, E., Moss-Racusin, C. A., Dovidio, J. F., Guha, D., Roussos, G., Brescoll, V. L., & Handelsman, J. (2017). Using video to increase gender bias literacy toward women in science. Psychology of Women Quarterly, 41, 175-196. Additionally: Moss-Racusin, C. A., Pietri, E. S., Hennes, E. P., Dovidio, J. F., Brescoll, V. L., Roussos, G., & Handelsman, J. (2018). Reducing STEM gender bias with VIDS (video interventions for diversity in STEM). Journal of Experimental Psychology: Applied, 24, 236-260.

We gratefully acknowledge the Alfred P. Sloan Foundation for providing major funding to support the development and testing of VIDS.