Bridging the gender gap in STEM fields has emerged as a concern for policymakers both in developed and developing countries. This paper examines the impact of light touch intervention where female engineering students act as role-models for high school students in Peru. We find that a brief 20-minute interaction with the role-models led to sharp increases in preferences towards engineering, with the effects being concentrated on female students with high math aptitude. We find that these results are driven by increased self-confidence as a result of exposure to role models. Set in the context of a developing country, our results show that low-cost interventions can be helpful in reducing the
STEM gender gap but cannot address broader deep seated gender stereotypes.