Pedersen, R., & Sanneh, N., & Hernandez, P. R. (2022, February), Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major  Paper presented at 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity) , New Orleans, Louisiana. 10.18260/1-2--39121

\bibitem{asee_peer_39121}
  Pedersen, R., \& Sanneh, N., \& Hernandez, P. R. (2022, February), \emph{Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major}
  Paper presented at 2022 CoNECD (Collaborative Network for Engineering \& Computing Diversity) , New Orleans, Louisiana.
  10.18260/1-2--39121

Rachelle Pedersen, Nyima Sanneh, and Paul R Hernandez.  "Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major".  2022 CoNECD (Collaborative Network for Engineering & Computing Diversity) , New Orleans, Louisiana, 2022, February.  ASEE Conferences, 2022.  https://peer.asee.org/39121 Internet.  14 Dec, 2024

\bibitem{asee_peer_39121}
  Rachelle Pedersen, Nyima Sanneh, and Paul R Hernandez.
  "Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major".
  \emph{2022 CoNECD (Collaborative Network for Engineering \& Computing Diversity) , New Orleans, Louisiana, 2022, February}.
  ASEE Conferences, 2022.
  https://peer.asee.org/39121 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_39121
author = "Rachelle Pedersen, Nyima Sanneh, and Paul R Hernandez"
title = "Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major"
booktitle = "2022 CoNECD (Collaborative Network for Engineering \& Computing Diversity) "
year = "2022"
month = "February"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/39121}
number = {10.18260/1-2--39121}
}

TY  - CPAPER
AB  - Keywords
Undergraduate, Gender, Engineering, Computer Science

Introduction 
Despite efforts to diversify undergraduate science, technology, engineering, and mathematics (STEM) programs, there is still a gender gap in many (male-dominated) STEM fields. That is, regardless of precollegiate academic abilities, women are underrepresented in fields such as engineering and computer science (NGC, 2020; Schneider et al., 2015) and often experience more gender harassment in these fields when compared to their female counterparts in gender-equivalent fields (i.e. Natural Sciences; Brooke et al., 2017). Research indicates that exposure to persistent gender stereotypes, often reinforced by numerical dominance, lowers women’s sense of belonging and hinders personal-professional identity development, which in turn leads to women leaving STEM fields at a higher rate than their male peers (Dasgupta & Stout, 2014; Diekman et al., 2010). Balanced identity theory (Greenwald et al., 1998), suggests that individuals who achieve balance across central personal-professional identities will be more likely persist in their academic and career pursuits. This study utilizes a novel methodology of individual Balanced Identity Design (BID; NSF #1920786), which can be used to quantify the extent to which these identities are in balance or in conflict.

Current Study
In the present study, the three most relevant central personal-professional identities were: Self-STEM, Self-Gender, and the STEM-Gender association. These three central identities can be measured explicitly (i.e. survey scales) and implicitly (i.e. Implicit Association Tests; Greenwald et al., 2002). The present study sought to understand if identity balance varied as a function of gender identity (men, women) and major (Science, Engineering/Computer Science).

Methods
The current study is a part of a larger, 2.5-year longitudinal study of identity development and balance among ethnically diverse undergraduates in STEM majors within Natural Sciences (73%), Engineering (18%), and Computer Science (9%) from three California State University schools. The analytic sample (measured Fall 2018) included 146 juniors and seniors (59% Hispanic, 58% female). Potential participants were emailed an initial screening survey to verify that they were currently of junior/senior academic status, either White or Hispanic/Latinx, and currently enrolled in a STEM field. Following acceptance into the MyCollegePathways study, eligible participants completed a series of three randomly displayed, online Implicit Association Tests (IAT; Greenwald et al., 1998), and answered a series of explicit survey questions, which included validated measures of participants’ perceived gender identity (Luhtanen & Crocker, 1992), STEM identity (Chemers et al., 2011), and STEM stereotype endorsements (Schmader et al., 2004). Individual implicit and explicit balance identity scores were calculated based on the correspondence of Self-STEM, Self-Gender, and STEM-Gender IAT or survey scale scores.

Results
First, a multiple regression analysis was conducted to determine if implicit balance scores varied as a function of female status or Science major status. The results indicated that Science majors reported higher implicit balance scores than Engineering/Computer Science majors (b1=0.41 p
AU  - Rachelle Pedersen
AU  - Nyima Sanneh
AU  - Paul R Hernandez
CY  - New Orleans, Louisiana
DA  - 2022/02/20
PB  - ASEE Conferences
TI  - Implicit and Explicit Balanced Identity Scores Vary as a Function of Gender and STEM Major
UR  - https://peer.asee.org/39121
DO  - 10.18260/1-2--39121
ER  -