We examine whether a digital web application for elementary-school children can increase children’s interest in STEM, with a focus on closing the gender gap. Using a randomized controlled trial (RCT) coupled with experimental lab and survey data, we analyze the effect of the digital intervention and shed light on potential behavioral mechanisms. Unlike previous studies focusing on gender differences in STEM abilities , especially in math, this study investigates the gender gap in STEM interests and their determinants and malleability. We demonstrate that girls have lower STEM interests than boys. Our intervention increases girls’ interest in STEM, consequently narrowing the gender gap by approximately 20%. Our findings suggest that STEM interests are indeed malleable and that an easy-to-implement digital intervention can promote gender equality among young children.
Grosch et al. (Sun,) studied this question.