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In a randomized-controlled trial, we tested 2 brief interventions designed to mitigate the effects of a “chilly climate” women may experience in engineering, especially in male-dominated fields. Participants were students entering a selective university engineering program. The social-belonging intervention aimed to protect students’ sense of belonging in engineering by providing a nonthreatening narrative with which to interpret instances of adversity. The affirmation-training intervention aimed to help students manage stress that can arise from social marginalization by incorporating diverse aspects of their self-identity in their daily academic lives. As expected, gender differences and intervention effects were concentrated in male-dominated majors (< 20% women). In these majors, compared with control conditions, both interventions raised women’s school-reported engineering grade-point-average (GPA) over the …