A new study suggests that science role-playing may help tighten the gender(性别) gap in science, technology, engineering, and math（STEM）education and careers for women simply by improving their identity as scientists. 

Frustrated by the gender gap in STEM, in which some fields employ at least three times more men than women, Cornell graduate student Reut Shachnai wanted to do something about it. Reut said the idea to help foster(培养) young girls' interest in science came to her during a lecture in a class she was taking on Psychology of Imagination.

Reut designed an experiment to test if assuming the role of a successful scientist would improve girls' persistence in a "sink or float" science game. The game itself was simple yet challenging: a computer screen projected a slide with an object in the center above a pool of water. Kids then had to predict whether the object would sink or float.

She studied 240 four-to-seven-year-olds, because this is around the time kids first develop their sense of identity and capabilities. They were divided into two groups. Children in the"story" group learned about the successes and struggles of a gender-matched scientist before playing the game. Boys heard about Isaac Newton and girls were told about Marie Curie. Children in the "pretend" group were told to assume the identity of the scientist they just learned about.

All kids played at least one round of the game. No matter what group they were in, girls got the answers right just as often as boys --nearly 70% of the time. Boys, however, didn't really benefit from the stories or make-believe. Besides, girls pretending to be Dr. Marie persisted twice as long at the sink-or-float game, playing just as much as the boys did.

Reut's teacher Tamar Kushnir said, "Rather than merely hearing about role models, children may benefit from actively performing the type of actions they see role models perform. In other words, taking a few steps in the role model's shoes, instead of merely observing her walk. "