Gendered pathways to STEM identity: comparing the role of stereotypes across science, technology, engineering, and mathematics

STEM identity often declines during the middle school years, coinciding with the increased salience of stereotypes about STEM people and careers. Existing research typically examines stereotype–identity relationships within single STEM domains, leaving a limited understanding of how stereotypes operate across different STEM fields and for boys and girls. Addressing this gap is essential for developing more precise models of identity formation. This study investigates how STEM stereotypes predict identity in science, technology, engineering, and mathematics using a mediational framework in which stereotypes influence identity through self-efficacy, interest, and recognition. The participants included 604 middle school students. The study's data were collected with STEM identity and stereotype measures, enabling field-specific structural equation modelling. Results showed that gender-based stereotypes, but not SES-based stereotypes, significantly predicted identity-related outcomes across multiple fields, operating primarily through self-efficacy and its effects on interest and recognition. Indirect pathways varied by gender and domain, demonstrating that stereotype influence is context-specific rather than uniform. Direct effects of stereotypes on identity were generally non-significant, underscoring the mediating role of self-efficacy and recognition processes. Findings highlight the need for targeted, domain-sensitive practices that counter stereotype-linked barriers and strengthen self-efficacy and recognition to support diverse students’ STEM identity development.