Meeting the future demands of science, technology, engineering, and mathematics (STEM) requires cultivating a diverse workforce. However, historically underrepresented groups--such as Black, Hispanic, and American Indian individuals; first-generation college students; those who are socioeconomically challenged; and women--have struggled to achieve equity. A possible reason for the lack of diversity in the STEM workforce is students feeling threatened and othered during their early undergraduate STEM classes and choosing alternate majors where they feel they belong. The purpose of this quantitative study was to explore the effectiveness of implementing peer-to-peer asynchronous video discussions as a media intervention to mitigate stereotype threat in asynchronous online courses, with a special focus on historically underserved students. Social identity theory was an appropriate framework to explore whether peer-to-peer asynchronous video discussions served as a situational cue indicating that stigmatized individuals' social identity would not inhibit their success in science. The findings support the value of peer-to-peer asynchronous video discussions to help mitigate stereotype threat in all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]