Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender race whereby they observe few same-gender same-race role models pSTEM while additionally internalizing stereotypes linking with men. Our hypothesized model was partly supported sample of undergraduates ( N = 1,068; 68% women, 44% URM). First, perceiving or predicted lower explicit among individuals regarding race, respectively. Second, implicit associations men White/Asian (a) identity students (b) higher students. Finally, both positively expectancy–value beliefs.