Despite gains in many areas, minorities remain underrepresented as scientists and science students. On of the reasons for this absence may be the presence of a common stereotype of scientists as white males. This paper argues that recent research in cognitive and social psychology shows that stereotypic processes are not automatic and that stereotypes can be reversed through the use of multimedia software in the science curriculum that includes graphic images with specific occupation and background information about ethnic groups. Community college students who used the counterstereotypic version showed less negative stereotypic attitudes afterwards compared with students using the same software without the counterstereotypic images, when used within a course context that included discussion of cultural differences. Based on quantitative stereotypic attitude changes, a two-step model for implementing changes in classroom curriculum is proposed that could influence student stereotypes about who becomes a scientist and perhaps lead to an increase in the number of minorities studying and practicing science. (Contains 45 references.) (Author/MES)