Increasing representation of women and minorities in STEM disciplines is imperative. We employ Social Identity Theory in conjunction with Self-Determination Theory to explain how STEM-related stereotypes keep students from following STEM pathways. We conducted an experimental investigation using 70 10th-grade students to determine if exposure to virtual role models improved the STEM identity compatibility and STEM dispositions of participants. Analysis of pre-/post-survey data suggests that individuals who viewed the role model videos demonstrated improved alignment between their gender identity and a STEM identity, as well as greater interest and excitement for STEM. The results also suggest that viewing the role model videos helped maintain students' perceptions related to STEM even when they were struggling with difficult content in STEM classes.