Gender stereotypes are thought to contribute to the gender gap in science, technology, engineering, and mathematics (STEM). Many studies have shown that gender-based stereotypes prevent women from performing to their academic potential. Interestingly, mindfulness meditation has been shown to reduce worry, increase working memory, and decrease social evaluative threat—all key aspects of mental functioning that are thought to be compromised under stereotype threat. Therefore, the purpose of the study is to determine whether mindfulness meditation can buffer against the negative effects of gender-based stereotype threat on cognition and academic performance. With the support of the Mind & Life Institute, our lab will examine the effects of an 8-week mindfulness meditation intervention (compared to a control nutrition course) on math performance under stereotype threat in female undergraduate STEM majors. We will also measure changes in grades, working memory, EEG brain activity, and self-reported psychological well-being. We expect that the students who complete the mindfulness meditation intervention will perform better under stereotype threat, and that these improvements will be related to enhanced mental and emotional functioning. Ultimately, we hope this study helps narrow the STEM gender gap by empowering female students to perform closer to their potential.