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.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Students who reported lower belonging in their STEM major were more likely to expect to drop out of their STEM major.
“London et al. (2011) found that students who reported lower belonging in their STEM major were more likely to expect to drop out of their STEM major.”
From The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students (2024) · cites this paper as London et al. (2011)
Cites
The Ecology of Human Development: Experiments by Nature and Design
Bronfenbrenner, U. (1979) · Harvard University Press eBooks · doi:10.4159/9780674028845 · Cited by 26,084 · see citing works
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993) · American Psychologist · doi:10.1037/0003-066x.48.2.90 · Cited by 2,616 · cited 1× · see citing works
“Research has also consistently shown the importance of both motivation and confidence in one’s ability to succeed for the educational engagement and success of students (e.g., Chemers, Hu, & Garcia, 2001; Eccles et al., 1993).”
BackgroundAcademic self-efficacy and first year college student performance and adjustment.
Chemers, M. M., Hu, L.-T., & Garcia, B. F. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.55 · Cited by 2,031 · see citing works
Ambient belonging: how stereotypical cues impact gender participation in computer science
Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009) · Journal of Personality and Social Psychology · doi:10.1037/a0016239 · Cited by 1,372 · see citing works
Using SAS PROC MIXED to Fit Multilevel Models, Hierarchical Models, and Individual Growth Models
Singer, J. D. (1998) · Journal of Educational and Behavioral Statistics · doi:10.2307/1165280 · Cited by 1,092 · see citing works
Investigating “sense of belonging” in first-year college students
Hoffman, M., Richmond, J., Morrow, J., & Salomone, K. (2002) · Journal of College Student Retention: Research, Theory & Practice · doi:10.2190/dryc-cxq9-jq8v-ht4v · Cited by 673 · see citing works
Emotional Transmission in the Daily Lives of Families: A New Paradigm for Studying Family Process
Larson, R. W., & Almeida, D. M. (1999) · Journal of Marriage and the Family · doi:10.2307/353879 · Cited by 467 · see citing works
Crocker, J., Karpinski, A., Quinn, D. M., & Chase, S. K. (2003) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.85.3.507 · Cited by 364 · cited 2× · see citing works
“Yet very little research on women and STEM has used a methodology that can capture this daily level of engagement (see Crocker, Karpinkski, Quinn, & Chase, 2003 , as a notable exception).”
BackgroundMethodThe Relations Between Student Motivational Beliefs and Cognitive Engagement in High School
Walker, C. O., & Greene, B. A. (2009) · The Journal of Educational Research · doi:10.3200/joer.102.6.463-472 · Cited by 175 · see citing works
Schmader, T., Forbes, C. E., Zhang, S., & Berry Mendes, W. (2009) · Personality and Social Psychology Bulletin · doi:10.1177/0146167208330450 · Cited by 117 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Longitudinal associations among undergraduates' research experience, self-efficacy, and identity
Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015) · Journal of Research in Science Teaching · doi:10.1002/tea.21221 · Cited by 272 · see citing works
Hansen, M. J., Palakal, M. J., & White, L. (2024) · Journal for STEM Education Research · doi:10.1007/s41979-023-00096-8 · Cited by 138 · see citing works
Rosenthal, L., Levy, S. R., London, B., Lobel, M., & Bazile, C. (2013) · Sex Roles · doi:10.1007/s11199-012-0257-9 · Cited by 127 · see citing works
“…perceived identity compatibility (e.g., London et al. 2011; Rosenthal et al. 2011a; Settles 2004), and sense of belonging (e.g., Eccles et al. 1993; London et al. 2011; Rosenthal et al. 2011a; Walton and Cohen 2007) to help elucidate the processes or mechanisms involved in women’s pursuit of a…”
BackgroundMethodResultInfluentialSelf-citationPeerConnect: Co-Designing a Peer-Mentoring Support System with Computing Transfer Students
Anthraper, N., Javiya, P., Iluru, S., Chen, L. K., & Kleinsmith, A. (2024) · Extended Abstracts of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613905.3650936 · Cited by 5 · see citing works
- Authors
- London, B., Rosenthal, L., Levy, S. R., & Lobel, M.
- Affiliations
- Stony Brook University (US)
- Corresponding author
- London, Bonita
- Venue
- Basic and Applied Social Psychology
- Publisher
- Informa UK Limited
- Published
- 2011-10
- Volume
- 33
- Issue
- 4
- Pages
- 304-321
- ISSN
- 0197-3533 (ISSN-L)
- 1532-4834
- OpenAlex
- W2147881624
- Cited by
- 154
- References
- 10
- Citations by year
- 2026: 8 · 2025: 17 · 2024: 15 · 2023: 13 · 2022: 15 · 2021: 12 · 2020: 16 · 2019: 7 · 2018: 15 · 2017: 5 · 2016: 11 · 2015: 9 · 2014: 4 · 2013: 5
- FWCI
- 8.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Basic and Applied Social Psychology (publishedVersion)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- women in STEM, perceived social support, transition to college, sense of belonging, academic motivation, underrepresentation of women, daily diary
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
