https://doi.org/10.1177/1368430218767034 Group Processes & Intergroup Relations 2018, Vol. 21(5) 767–787 © The Author(s) 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1368430218767034 journals.sagepub.com/home/gpi G P I R Group Processes & Intergroup Relations Women and racial minority groups have made advancements in the employment sector over the last five decades, which is reflected in their repre- sentation in the U.S. workforce (U.S. Bureau of Labor Statistics, 2017). However, careers in which women and racial minority groups are persis- tently underrepresented are those in science, technology, engineering, and mathematics Wise psychological interventions to improve gender and racial equality in STEM Bettina J. Casad, 1 Danielle L. Oyler, 2 Erin T. Sullivan, 1 Erika M. McClellan, 3 Destiny N. Tierney, 1 Drake A. Anderson, 1 Paul A. Greeley, 1 Michael A. Fague, 1 and Brian J. Flammang 1 Abstract Women and racial minorities are underrepresented in science, technology, engineering, and math (STEM) fields. This review describes six “wise” psychological interventions that can improve gender and race equality in STEM education by addressing psychological processes that inhibit achievement. The interventions are brief, low cost, and effective because they target specific psychological processes that cause disinterest, disengagement, and poor performance in STEM education. Interventions promoting a growth mindset address needs for competence and confidence. Communal goal interventions portray STEM as fulfilling communal values. Utility-value interventions highlight the usefulness and value of STEM education in students’ lives and careers. Values-affirmation interventions can buffer negative effects of social identity threat by reaffirming one’s personal values. Belonging interventions can bolster sense of belonging and identity in STEM by fostering a personal connection with the STEM community. Role models can instill a sense of belonging and identity compatibility in underrepresented groups in STEM. Educators, researchers, and policy makers can promote STEM education and careers by advocating for wise psychological interventions. Keywords achievement gap, gender equality, psychological interventions, race equality, STEM Paper received 2 April 2017; revised version accepted 28 February 2018 1 University of Missouri – St. Louis, USA 2 University of Missouri – Columbia, USA 3 Saint Louis University, USA Corresponding author: Bettina J. Casad, Department of Psychological Sciences, University of Missouri – St. Louis, One University Blvd., 325 Stadler Hall, St. Louis, MO 63121, USA. Email: casadbj@umsl.edu 767034GPI 0 0 10.1177/1368430218767034Group Processes & Intergroup RelationsCasad et al. research-article 2018 Article