A Strong Teacher Identity May Buffer Woman-Scientist Identity Interference: Preliminary Evidence from a Teaching-Intensive University

Abstract

Previous research has shown that women in STEM often feel a tension between their woman and scientist identities. However, this has not been examined at teaching-intensive institutions, where women in STEM in the United States are more likely to be employed (compared to research-intensive institutions), and where faculty members’ identities as teachers may be especially salient. Because aspects of the teacher identity and woman identity overlap, and because STEM faculty must integrate their scientist identity and teacher identity when teaching STEM classes, women faculty in STEM at teaching-intensive universities may be able to resolve their woman-scientist identity interference through teaching. In an online survey, women faculty in STEM and social sciences at a teaching-intensive institution in the northeastern United States (N = 44) reported their identity centrality for teacher, woman, and scientist identities, as well as their woman-scientist identity interference and experiences of workplace flexibility. Analyses revealed that those who had a strong teacher identity had a positive correlation between their woman and scientist identities, whereas those with a weak teacher identity had a negative correlation between their woman and scientist identities. Furthermore, for women in STEM (but not social sciences), a strong teacher identity was associated with lower woman-scientist identity interference. Finally, greater workplace flexibility was associated with lower woman-scientist identity interference. Though not yet generalizable, these findings raise questions about the stature of teaching in academia and its relationship to the underrepresentation of women in STEM.