How Unstable Identity Compatibility Undermines the Success of Women in STEM Fields

1. How Unstable Identity Compatibility Undermines the Success of Women in STEM Fields Sheana Ahlqvist Bonita London and Lisa Rosenthal Ahlqvist, London, & Rosenthal, in press at Psychological Science

2. Women in STEM • STEM: Science, Technology, Engineering, and Math • Underrepresentation of women (NSF, 2008) • In 2006: women earned 27% of B.A.’s in Math and Computer science and 19.5% of engineering. • Disparity widens at higher levels of career advancement, i.e, the leaky pipeline(Madden, 2008). • Twice as likely as men to leave jobs in STEM (Ceci et al., 2009).

3. Women in STEM • Negative stereotypes about women’s STEM abilities may contribute to this gender gap (e.g., Ceci et al., 2009; Blickenstaff, 2005) • STEM Environment (e.g., Ferreira, 2003; NSF, 2009; Valian, 2005) • Female students report receiving less encouragement than male students • Women report greater perceptions of an unwelcoming environment than men

4. Identity Compatibility • We all hold multiple social identities • These identities may exist in conflict Male Nanny Ahlqvist et al., in press (Psych Science)

5. Identity Conflict vs. Compatibility Stereotypes about women and scientists may be incompatible (Eagly & Steffen, 1984) • Benefits of perceiving STEM as compatible with female gender identity (i.e., identity compatibility) • Interest in pursuing STEM (Diekman et al., 2010; Cheryan et al, 2010) • Among STEM women: • Improved sense of belonging, motivation, and security in STEM (London, et al., 2011) • Incompatibility: poorer self-esteem and performance as a scientist (Settles, 2004) • Logical, Nonsocial • Emotional, Affiliative Ahlqvist et al., in press (Psych Science)

6. Importance of identity compatibility (e.g., Cheryan et al, 2010; Diekman et al, 2010; London et al, 2010; Rosenthal et al, 2011; Settles, 2004) • Unclear how women come to see their gender and STEM identities as compatible or incompatible • We propose that identity compatibility may be damaged by threatening cues in the environment Ahlqvist et al., in press (Psych Science)

7. The Negative Effects of Stigma • Stereotype and social identity threats (e.g., Ferreira, 2003; NSF, 2009) • Students are exposed to fewer • Female peers • Female exemplars of STEM success • Threatening cues in the environment mayimpair compatibility (e.g., Ceci et al., 2009; Blickenstaff, 2005) Ahlqvist et al., in press (Psych Science)

8. Subtle Cues of Threat • May be subtle or ambiguous (Dovidio et al., 2004) • Individuals vary in whether they detect subtle forms of threat (e.g., London et al, 2012; Mendoza-Denton et al., 2008) • Gender-based Rejection Sensitivity model (Gender RS) identifies those most attuned to threat (London et al., 2012) Ahlqvist et al., in press (Psych Science)

9. Gender RS • Gender RS: • Social-Cognitive individual difference measure • Predicts increased perceptions of threat and negative responses to threat (London et al., 2012). • Because threat may harm identity compatibility those adept at detecting cues of threat  unstable identity compatibility Ahlqvist et al., in press (Psych Science)

10. Fluctuations in Identity Compatibility • African-Americans who are more attuned to threat have unstable academic self-efficacy (Aronson & Inzlicht, 2004) • Theorized that instability would be damaging • Do perceptions of threat  unstable Identity compatibility? Ahlqvist et al., in press (Psych Science)

11. Longitudinal study of Female STEM majors (n = 153) Spring Weekly Surveys Fall Follow-up More Threat Perceived Background Less Threat Perceived Ahlqvist et al., in press (Psych Science)

12. Gender RS • Gender RS Questionnaire: Identifies who is more likely to perceive gender-based threat (London et al., 2012) • Read 6 scenarios in which bias is possible (e.g., initial meeting with male advisor) • Likelihood of bias • Anxiety Ahlqvist et al., in press (Psych Science)

13. Longitudinal study of Female STEM majors (n = 153) Spring Weekly Surveys Fall Follow-up More Threat Perceived Background Less Threat Perceived Ahlqvist et al., in press (Psych Science)

14. Gender/STEM Identity Compatibility • Modified Version of the Inclusion of Other in Self measure (Aron et al., 1992; London et al., 2012; Tropp & Wright, 2001) Ahlqvist et al., in press (Psych Science)

15. Fluctuations in Identity Compatibility • Administered weekly for 14 weeks (M= 12.52 weeks) • During Spring Semester of Freshman year • Instability: Within-person SD across time (e.g., Aronson & Inzlicht, 2004) • Higher numbers indicate less stability Ahlqvist et al., in press (Psych Science)

16. Longitudinal study of Female STEM majors (n = 153) Spring Weekly Surveys Fall Follow-up More Threat Perceived Background Less Threat Perceived Ahlqvist et al., in press (Psych Science)

17. Outcomes at Fall Follow-up • Subjective Belonging • Sense of Belonging in STEM • Evaluative Threat • Gender/STEM Identity Compatibility • Objective Performance • Official Academic Transcripts (n=105) for Fall Semester (2nd year) • STEM GPA • Non-STEM GPA Ahlqvist et al., in press (Psych Science)

18. Model More Threat Perceived Less Threat Perceived

19. Results Ahlqvist et al., in press (Psych Science)

20. Gender RS  fluctuations in Identity Compatibility? • Gender RS (at background) predicted greater fluctuations in Identity Compatibility during the freshman, Spring semester (= .32, p = < .001). (Controlling for level of Identity Compatibility, High School GPA, and Personal RS) Ahlqvist et al., in press (Psych Science)

21. Fluctuations in Identity Compatibility Predicting Follow-Up Outcomes Ahlqvist et al., in press (Psych Science)

22. STEM vs. Non-STEM GPA by Fluctuating Identity Compatibility Ahlqvist et al., in press (Psych Science)

23. Why might Gender RS predict unstable Identity compatibility? • During the 14 weeks during Spring, participants described most significant event of the last week • Negative/Positive • An academic/non-academic interaction • Gender RS is related to stronger reactions to threat (London et al., 2012) • We reasoned Identity Compatibility would decline after experiencing a negative academic experience • only for those high in Gender RS • HLM analyses found support for this prediction (Interaction: B = -.04, SE - .01, p < .01) Ahlqvist et al., in press (Psych Science)

24. Gender RS  Identity Compatibility following a negative academic event (during weekly surveys) No Negative Social Event Negative Social Event Reported No Negative Academic Event Negative Academic Event Reported (Interaction: p< .01)

25. Conclusions • Women higher in Gender RS show • Less stable Gender/STEM identity compatibility during their second semester of college • Declines in identity compatibility following a negative academic event • These fluctuations in identity compatibility predicted impaired outcomes at follow-up • Subjective belonging variables • STEM GPA Ahlqvist et al., in press (Psych Science)

26. Future Directions • When does STEM Identity stabilize? • Unstable during transition points or a constant struggle? • Graduate Students in STEM look similar • Can interventions reduce instability? • STEM support program, role models, etc Ahlqvist et al., in press (Psych Science)

27. Thank You Funded by National Science Foundation, Award #0733918 • Co-Authors: Drs. Bonita London & Lisa Rosenthal • Co-P.I.s: Drs.Sheri Levy & Marci Lobel • Feedback: Tricia Voda, Lindsay Juarez, John Protzko, & Allison Newell • Statistical Support: Dr. Niall Bolger • RA’s at Stony Brook University and New York University Contact: Sheana.ahlqvist@stonybrook.edu Ahlqvist et al., in press (Psych Science)

28. Gender RS Measure (Sample Scenario)(London, Downey, Romero-Canyas, Rattan & Tyson, 2012) Imagine that your science professor assigns you and your classmates to work on a group project. A team leader is chosen and he begins to assign tasks to each member. How concerned/anxious would you be that the team leader will assign you a less complicated/menial task because of your gender? Very unconcerned Very concerned 1 2 3 4 5 6 I would not expect the team leader to assign me a menial task? Very unlikely Very likely 1 2 3 4 5 6 Ahlqvist et al., in press (Psych Science)

29. STEM Identity Compatibility Which set of circles reflect how compatible you think your two identities are? Ahlqvist et al., in press (Psych Science)

30. Ahlqvist et al., in press (Psych Science)

31. Sense of Belonging • Adapted from Mendoza-Denton’s Institutional Belonging Scale (8 Items) • How do you feel about your • Major • Thrilled to be in my major • Definitely Fit in my major • I feel welcome • I feel comfortable • Peers and Classmates in your major • Professors in your major • I like them • I feel comfortable with them Ahlqvist et al., in press (Psych Science)

32. Evaluative Threat • Using the scale below, indicate how much you agree or disagree with each statement in regards to the environment in your S.T.E.M (Science, Technology, Engineering, or Math) major. • I feel like other people will not respect me if I do poorly in my S.T.E.M. major • I feel like my peers will think less of me if I give a wrong answer in a class in my S.T.E.M. major. • I feel like my professors will think less of me if I give a wrong answer in a class in my S.T.E.M. major. • I feel like my peers will think less of me if I fail to catch on as quickly as others in my S.T.E.M. major. • I feel like my instructors in my S.T.E.M. major will think I am not smart if I ask for help. • I worry that people in my S.T.E.M. major will be judging me. • I worry about what other people may think of my S.T.E.M. abilities. Ahlqvist et al., in press (Psych Science)