To examine the consequences of learning about gender discrimination, early adolescents ( n = 121, aged 10-14) were randomly assigned to receive either (a) standard biographical lessons about historical figures (standard condition) or (b) nearly identical lessons that included information about gender discrimination (discrimination condition). Additional students ( n = 46) did not receive lessons (control condition). At immediate posttest, students in the discrimination condition showed increased awareness of gender discrimination, and girls (but not boys) reported an increased desire to combat gender discrimination. At 6-month posttest, students in the discrimination condition were more likely than those in the control condition to perceive gender discrimination. Adolescents’ occupational goals and beliefs about their own vulnerability to discrimination did not differ across conditions.
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