Journal article: Role model interventions are often designed to foster students' pursuit of specific careers and are commonly employed in science, technology, engineering, and mathematics (STEM). Here, we drew on social-psychological theories of intergroup relations to hypothesize that role model interventions might also unintentionally shape students' beliefs and preferences concerning the broader social system-their ideologies. Specifically, role model interventions may lead students to view the (inequitable) status quo in STEM as natural and acceptable. A systematic narrative review (35 articles, 42 studies) examined these hypothesized side effects. This review indicated that the ideological side effects of role model interventions were rarely considered in the literature on role models. Although limited, the few relevant findings revealed both undesirable side effects of role model interventions on students' ideologies (e.g., greater endorsement of the status quo) and effects that are-from our perspectivedesirable (e.g., greater awareness of gender bias in STEM). This review demonstrates that role models can be a double-edged sword and serves as a call to evaluate role model interventions based on criteria beyond motivation.