Career Stereotypes and Identities: Implicit Beliefs and Major Choice for College Women and Men in STEM and Female-Dominated Fields

Abstract

The present study examines the gendered nature of implicitly held beliefs related to STEM careers. It tests predictions from balanced identity theory on the relations between implicit STEM gender stereotypes and implicit STEM identity, as well as predictions from the associative-propositional model related to exposure to counter-stereotypical exemplars in a sample of U.S. college-aged heterosexual romantic couples that varied in whether the woman majored in STEM or in female-dominated majors (FDM). Gender-STEM stereotypes and Self-STEM identification, as measured by Implicit Associations Tasks, were examined in 117 college women majoring in STEM or in FDM and in their romantic partners, some of whom were also majoring in STEM. Women in STEM majors evidenced stronger STEM identities while also demonstrating reduced Gender/STEM stereotypes in comparison to women in FDM and men in STEM. For women, implicit STEM stereotypes predicted implicit STEM identity which in turn predicted majoring in STEM, consistent with predictions from balanced identity theory. There was no support for the hypothesis that men's exposure to counter-stereotypical women through their romantic relationships influenced their own implicit stereotypes, inconsistent with the associative-propositional model. Women in STEM fields and their romantic partners also evidenced more similar levels of STEM gender stereotypes when compared to the other couples. Dissemination of these results may encourage other STEM-talented women in similar pursuits.

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