Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM’s intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women’s attrition during college but are negatively associated with men’s intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence—individuals’ confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession—and argues that women’s lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women’s relative lack of this confidence contributes to their attrition.

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Engineering is often described as an enduring bastion of masculine culture where women experience marginality. Using diaries from undergraduate engineering students at four universities, the authors explore women's interpretations of their status within the profession. The authors' findings show that women recognize their marginality, providing clear and strong criticisms of their experiences. But these criticisms remain isolated and muted; they coalesce neither into broader organizational or institutional criticisms of engineering, nor into calls for change. Instead, their criticisms are interpreted through two values central to engineering culture: meritocracy and individualism. Despite their direct experiences with sexism, respondents typically embrace these values as ideological justifications of the existing distributions of status and reward in engineering and come to view Work and Occupations 0(0) 1-37

Why does sex segregation in professional occupations persist? Arguing that the cultures and practices of professional socialization serve to perpetuate this segregation, we examine the case of engineering. Using interview and diary entry data following students from college entry to graduation, we show how socialization leads women to develop less confidence that they will "fit" into the culture of engineering. We identify three processes that produce these cultural mismatches: orientation to engineering at college entry, initiation rituals in coursework and team projects, and anticipatory socialization during internships and summer jobs. Informal interactions with peers and everyday sexism in teams and internships are particularly salient building blocks of segregation.

Many professions are plagued by disparities in service delivery. Racial disparities in policing, mortgage lending, and healthcare are some notable examples. Because disparities can result from a myriad of mechanisms, crafting effective disparity mitigation policies requires knowing which mechanisms are active and which are not. In this study we can distinguish whether one mechanism-statistical discrimination-is a primary explanation for racial disparities in physicians' treatment of patients. In a longitudinal natural experiment using repeated quasi-audit studies of medical students, we test for within-cohort changes in disparities from medical student behaviors as they interact with white and black patient actors. We find significant increases in medical students' disparate behaviors by patient race between their first and second years of medical school. This finding is inconsistent with statistical discrimination predictions and challenges the idea that statistical discrimination is primarily responsible for racial disparities in patient care. M any professions are plagued by disparities in service delivery. Racial disparities in policing, mortgage lending, and healthcare are some notable examples. Because disparities can result from a myriad of mechanisms, crafting effective disparity mitigation policies requires knowing which mechanisms are active and which are not. In this study we can distinguish whether one mechanism-statistical discrimination-is a primary explanation for racial disparities in physicians' treatment of patients. In a longitudinal natural experiment using repeated quasi-audit studies of medical students, we test for within-cohort changes in disparities from medical student behaviors as they interact with white and black patient actors. We find significant increases in medical students' disparate behaviors by patient race between their first and second years of medical school. This finding is inconsistent with statistical discrimination predictions and challenges the idea that statistical discrimination is primarily responsible for racial disparities in patient care.