Engineers and Engineeresses? Self-conceptions and the Development of Gendered Professional Identities

Abstract

Do men and women in the same field develop different professional identities? This paper theoretically articulates and empirically explores a mechanism of such gendering: Self-conceptions may filter the identity traits emphasized by professional cultures so that only traits consistent with one’s self-conceptions are likely to be adopted into one’s professional identity. As such, systematic gender differences in self-conceptions may be relayed into gender variation in professional identities. Using longitudinal survey data of engineering students from four U.S. colleges, I find that four self-conceptions, two gendered and two gender-neutral, predict students’ adoption of four professional identity traits: problem-solving prowess, technological leadership, managerial/communication skills, and social consciousness. Two of these traits are gendered: Women are less likely than men to value technological leadership but more likely to value social consciousness. Suggesting possible career consequences of professional identities, I find that three professional identity traits predict students’ intentions to remain in engineering.