Accumulating evidence demonstrates that underrepresentation of women and racial/ethrtic minorities may be substantially explained by considering the sources of self-efficacy. For example, Lent et al. (1991) found that gender differences in math self-efficacy could be accounted for by students’ mastery experiences, suggesting that women viewed their past experiences with math and science in a ore negative light than did their male counterparts. Zeldin and Pajares (2000) found that wonen’s decision to stay in the STEM pipeline could be attributed to the (vicarious) role models with whom they strongly identified, as well as her powerful social persuasions hat came from women’s most trusted sources (e.g., a mentor). Men, however, drew mostly from their mastery experiences discussing their past successes and accolades as reasons for staying in the STEM pipeline. Therefore, in influencing students’ participation in STEM fields, educators would be wise to look toward the sources that feed each individual student’s self-efficacy to pursue such careers.