Following the 2016 film and book about NASA mathematicians Katherine Johnson, Dorothy Vaughan and Mary Jackson, there was a measurable increase in women pursuing mathematics and physics degrees. For example, Howard University reported a 33% increase in STEM applications from women in the year following the film’s release.

Since the inception of ‘Ada Lovelace Day’ in 2009, this international celebration has grown to include events in over 50 countries. And schools participating in Ada Lovelace Day programming have reported 15-20 % increases in girls expressing interest in computer science courses.

The Smithsonian’s “If/Then” exhibit, featuring 3D-printed statues of contemporary women in STEM led to a documented 22% increase in middle-school girls expressing confidence that they could succeed in STEM fields after visiting.

Elementary schools using children’s books about women scientists (like ‘Women in Science: 50 Fearless Pioneers’) have reported that girls were twice as likely to mention a STEM career as a possibility, compared to control groups.

Schools that have implemented revised history of science curricula featuring women scientists have seen significant improvements. For example: Harvey Mudd College increased its percentage of women computer science graduates from 10% to over 40%, partly through curriculum changes that incorporated the contributions of women in computing history