Ranking Identity Threats in Women in STEM: A Mixed-Method Analysis in the Brazilian Context
Keywords:
Identity threat, Women in STEM, Gender bias, Organizational culture, Stereotype threat, Work–life integrationAbstract
Objective: This study aimed to identify and rank the primary dimensions of identity threats experienced by women in Science, Technology, Engineering, and Mathematics (STEM) fields in Brazil.
Methods and Materials: The research adopted a two-phase sequential exploratory mixed-method design. In the qualitative phase, an extensive literature-based thematic analysis was conducted using NVivo 14, reviewing 75 academic and empirical sources published between 2010 and 2025 to achieve theoretical saturation. Seven overarching categories of identity threats were identified through open, axial, and selective coding. In the quantitative phase, a structured questionnaire derived from the qualitative findings was distributed to 220 women in STEM professions and graduate programs across Brazil. Participants rated the impact of each identified threat on a 5-point Likert scale. Data were analyzed using SPSS 26, employing descriptive statistics, Cronbach’s alpha for reliability, and the Friedman test for ranking.
Findings: The Friedman analysis revealed significant differences among the perceived intensity of threat dimensions (χ² = 126.74, p < 0.001). Gender stereotyping and bias (Mean Rank = 5.96, M = 4.72, SD = 0.41) and organizational culture and climate (Mean Rank = 5.73, M = 4.58, SD = 0.46) emerged as the most dominant threats, followed by work–life integration challenges (Mean Rank = 5.28, M = 4.37, SD = 0.54). The least influential category was structural and policy barriers (Mean Rank = 3.39, M = 3.48, SD = 0.74). These differences were statistically significant, confirming a hierarchical pattern of identity threats.
Conclusion: Findings demonstrate that interpersonal and organizational dynamics exert a stronger impact on women’s identity threat experiences in STEM than structural policies. Targeted institutional reforms, inclusive mentoring systems, and identity-affirming interventions are essential to fostering equity and belonging in STEM professions.
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References
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