Abstract
This study examines how the interplay between individual and contextual factors contributes to the academic and career outcomes of female science, technology, engineering, and mathematics (STEM) students. Hypotheses regarding the indirect influence of stereotype threat on STEM career goals were assessed. Data were collected from 323 undergraduate women students in STEM disciplines through an online survey. Using structural equation modeling, results revealed that (a) perfectionism mediated the relationship between stereotype threat and self-efficacy, and (b) stereotype threat was distally associated with career goals through the mediating mechanisms of perfectionism, self-efficacy, and interest. In an alternative model, perfectionism was also not found to moderate the indirect association between stereotype threat and interest. Recommendations for future research and implications for practice are presented.
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