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- W4366772406 abstract "Balanced identity theory (BIT) has played an important role in research examining women’s underrepresentation in science, technology, engineering, and mathematics (STEM). Yet, BIT’s main balanced-congruity principle has not been tested specifically for gender-science cognitions. Additionally, BIT’s predictions have been tested primarily from a variable-centered approach. The current study therefore examined whether (1) gender-science cognitions form a balanced identity configuration; (2) different identity profiles can be distinguished; (3) identity profiles differ in background characteristics, study motivation, and self-esteem. Dutch emerging adults (18–25 years old) enrolled in education (N = 318, 51% female) completed a gender-science Implicit Association Test (gender-science stereotypes) and questionnaires assessing felt similarity to males and females (gender identity), interest in science and liberal arts occupations (occupational self-concept), self-esteem, and study motivation and engagement. Hierarchical regression analyses revealed multiplicative interactions between gender-science stereotypes, gender identity, and occupational self-concept, providing evidence for a balanced identity configuration. Furthermore, latent profile analyses revealed three balanced identity profiles and two unbalanced profiles. Unbalanced identity profiles were characterized by non-Dutch ethnicity, lower educational level, and living independently without parents. The identity profiles did not differ in self-esteem and study motivation. Future research should examine the longer term consequences of unbalanced identity for academic and career pursuits." @default.
- W4366772406 created "2023-04-25" @default.
- W4366772406 creator A5020638590 @default.
- W4366772406 date "2023-04-21" @default.
- W4366772406 modified "2023-09-30" @default.
- W4366772406 title "A Person-Centered Approach toward Balanced Gender Identity in Emerging Adults: Associations with Self-Esteem and Attitudes about Education" @default.
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- W4366772406 doi "https://doi.org/10.3390/educsci13040424" @default.
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