Intersecting Identities and Capital Resources: Predicting STEM Major Choice Among Women and First-Generation College Students

• In Event: STEM Education Pathways for Student Success

Abstract

This study investigates how math gender stereotypes affect math attitudes and STEM major choices across gender and generational status. Using HSLS:09 data, and guided by Balanced Identity, Social Status, and Expectancy-Value theories, the study analyzed two groups by gender—first-generation and continuing-generation students—totalling four categories for comparison. Results reveal that continuing-generation students, particularly
men, endorse stronger stereotypes, while first-generation women report the lowest math attitudes and STEM enrollment. Path analyses show that stereotypes negatively mediate STEM choice through math attitudes for women, but positively for men, with effects magnified among continuing-generation students. These findings highlight the complex psychological and sociocultural pathways through which stereotypes operate and underscore the need for tailored interventions addressing both gender and social class disparities in STEM.

Authors

• Xinting Wu, Florida State University

• Lara Perez-Felkner, Florida State University