Why women in STEM feel like impostors: The role of stereotype threat

Women remain underrepresented in STEM, holding only 15% of Engineering and IT degrees and 20% of senior positions in STEM. Research suggests this disparity is linked to the motivational impact of gender bias and masculine cultures. Impostor Phenomenon (IP), the inability to internalise success, has been proposed as a potential mechanism behind this motivational difference. IP is associated with lower academic self-concept and disengagement and is theorised to arise in minority groups due to internalised stereotypes that undermine self-efficacy. While research suggests IP is related to awareness of gender stereotypes, its role in STEM remains unexplored. To address this gap, our study examined IP and its relationship to stereotype threat vulnerability, including gender stigma consciousness, math-related negative affect, and gender identity, in 205 students from male-dominated STEM courses. Findings revealed a positive relationship between IP and stereotype threat vulnerability, with gender differences suggesting that IP plays a significant role in women’s experiences in STEM. Our study has implications for university STEM courses, indicating that implicit environmental factors can transmit gender stereotypes and impact women’s self-belief. Additionally, our findings consider the suitability of the numeric minority approach to IP for women in STEM.