Creating Our Gendered Selves-College Experiences, Work and Family Plans, Gender Ideologies, and Desired Work Amenities Among STEM Graduates.

Studies often cite climate issues in science, technology, engineering, and mathematics (STEM) employment to explain the lack of diversity by gender and race. Yet, little research directly attends to gender and racial differences in the college experiences, expected family roles, and ideological beliefs about gender that create the racialized "gendered selves" graduates bring to STEM occupations. We examine the experiences and beliefs of graduating chemistry and chemical engineering majors at two U.S. universities, showing where they coalesced into intersectional gender groups whose work and family involvement and desired working conditions substantially differ. Gendered family expectations and workplace beliefs at labor market entry subsequently predict career confidence and family-based limits on job searching, both important factors affecting retention in STEM employment. We find that women at career entry are more likely to have lower confidence and more limits on their job search, though patterns differ by ethnicity. This occurs in part because both male and female graduates who report greater expected family responsibility also report lower confidence and more limits in job searching. Overall, aspirational fulfillment is easier for men whose intersectional gender identities fit the dominant STEM workplace culture, and harder for women and non-white graduates with more flexible gender ideologies and greater anticipated household responsibilities.