The Influences of Perceived Identity Compatibility and Social Support on Women in Nontraditional Fields During the College Transition

Abstract

Research suggests the need to examine theoretically founded psychosocial factors influencing the underrepresentation of women in science, technology, engineering, and math (STEM). In a longitudinal and daily diary study during women's transition to undergraduate education, greater perceived identity compatibility and perceived social support during women's first 3 weeks of college predicted greater sense of belonging, motivation, and less insecurity in STEM disciplines. In addition, identity compatibility and support on a given day corresponded to motivation and sense of belonging on subsequent days. One semester later, cross-sectional data revealed that both factors predicted lower expectations of women dropping out of their STEM major.

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“…K. I. Maton et al's (1996) research showed ethnic difference of importance between peers and family: friends and peers are thought to be important and influential for White students and parent and family support are thought to be important and influential for Black students for social adjustment.…”

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