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Balancing Stereotypically Compatible and Incompatible Identities.

Anna Woodcock1, Blaine Pedersen2, Paul R Hernandez2

  • 1Claremont Graduate University, CA, USA.

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Summary
This summary is machine-generated.

Students from negatively stereotyped groups can achieve identity balance in STEM fields, crucial for persistence and success. This balance is more common in later stages of STEM education, impacting academic achievement and well-being.

Keywords:
diversifying STEMethnic identitygender identityidentity balanceimplicit identity

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Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • Social stereotypes contribute to gender and racial disparities in Science, Technology, Engineering, and Mathematics (STEM).
  • Developing a STEM domain identity is vital for persistence and success, especially for students from negatively stereotyped groups.
  • These students often experience conflict between their group and STEM domain identities.

Purpose of the Study:

  • To investigate how individuals navigate stereotypically incompatible identities using balanced identity design theory.
  • To understand the role of identity balance in STEM persistence and success for diverse student groups.
  • To identify distinct profiles of identity balance and their differential impact on academic outcomes.

Main Methods:

  • Two studies were conducted with STEM majors at different educational stages (novice and near-graduation).
  • Latent profile analysis (LPA) was employed to identify clusters of identity balance.
  • The relationship between identity balance profiles, group stereotypes, academic achievement, and well-being was examined.

Main Results:

  • Novice STEM majors from negatively stereotyped groups were less likely to achieve identity balance compared to positively stereotyped peers.
  • By graduation, both negatively and positively stereotyped groups showed convergence in achieving identity balance.
  • LPA revealed three distinct clusters of identity-balanced students, with differential effects on academic achievement and well-being based on group stereotype.

Conclusions:

  • Achieving identity balance is a significant factor in STEM success, particularly for students from negatively stereotyped backgrounds.
  • The development of identity balance evolves throughout STEM education.
  • Interventions supporting balanced identities can help address underrepresentation in STEM fields.