Balancing Stereotypically Compatible and Incompatible Identities

Abstract

Social stereotypes have been linked with gender and racial disparities in science, technology, engineering, and mathematics (STEM) fields. Developing a domain identity in a STEM field is linked with persistence and success among students from negatively stereotyped groups. However, these students often report a conflict between their group and domain identities. Across two studies we apply balanced identity design theory and latent profile analysis (LPA) to understand how individuals navigate stereotypically incompatible identities. In Study 1, we find that novice STEM majors from negatively stereotyped groups are less likely to hold identity balance than their positively stereotyped counterparts. However, in a separate sample of students approaching graduation in Study 2, the groups converge; both predominantly achieving identity balance. LPA identified three predominant clusters of identity balanced students which differentially predicted academic achievement and well-being for negatively compared with positively stereotyped students. This underscores the importance of understanding balanced identities for addressing underrepresentation in STEM.