Abstract
Research suggests the need to examine theoretically founded psychosocial factors influencing the underrepresentation of women in science, technology, engineering, and math (STEM). In a longitudinal and daily diary study during women's transition to undergraduate education, greater perceived identity compatibility and perceived social support during women's first 3 weeks of college predicted greater sense of belonging, motivation, and less insecurity in STEM disciplines. In addition, identity compatibility and support on a given day corresponded to motivation and sense of belonging on subsequent days. One semester later, cross-sectional data revealed that both factors predicted lower expectations of women dropping out of their STEM major.
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