How individuals come to perceive themselves in STEM is predicated on their understanding of what it means to be a member of the STEM community. This association is consequential when considering the perpetuation of white male ownership of STEM knowledge and power that forces learners identifying with groups systemically marginalized by racial and gender discrimination to adopt particular norms, values, and behaviors to gain recognition. In effect, these expectations help to maintain masculinized Discourses as STEM professionals are encultured to apply the same recognition criteria to which they were judged themselves. We examine how these Discourses are maintained even as learners who identify with groups that carry histories of systemic marginalization by racist, sexist, and elitist practices gain access to STEM communities. Specifically, we explore how university STEM students attending a Hispanic Serving Institution in the United States articulate gendered expectations of STEM membership through their characterization of themselves and others as (not) STEM people. Drawing from theories in Discourse, social identity, and feminist critiques of science, we describe how students implicitly recognize STEM identity in gendered ways. We discuss how our findings illuminate the mechanisms by which STEM recognition is afforded by pointing to its dependence on masculinized displays of STEM performances, competence, and interests, leading to a cycle of marginalization as learners are encultured to perpetuate existing STEM Discourses in their recognition of others. We discuss research implications for measurements of STEM identity that do not account for gendered Discourses and offer practical implications for the design of learning experiences that co‐opt existing Discourses to inoculate gendered perceptions of a STEM person prototype. Lastly, we present a case for elevating the role of maternal caregivers and family immigration histories in STEM identity construction.

中文翻译：

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关于 STEM 兴趣、表现和能力的男性化话语塑造了大学生 STEM 学生对“STEM 人”的认可

个人如何看待 STEM 中的自己取决于他们对成为 STEM 社区成员意味着什么的理解。当考虑到白人男性对 STEM 知识和权力的永久拥有权时，这种关联是很重要的，这迫使那些因种族和性别歧视而被系统性边缘化的群体认同的学习者采用特定的规范、价值观和行为来获得认可。实际上，这些期望有助于维持男性化的话语，因为 STEM 专业人士被培养去应用与他们自己评判相同的认可标准。我们研究了即使那些认同因种族主义、性别歧视和精英主义做法而遭受系统性边缘化历史的群体的学习者进入 STEM 社区时，这些话语是如何得以维持的。具体来说，我们探讨了在美国西班牙裔服务机构就读的大学 STEM 学生如何通过将自己和他人描述为（非）STEM 人来表达对 STEM 成员的性别期望。我们借鉴话语、社会认同和女权主义科学批评等理论，描述了学生如何以性别方式隐含地认识到 STEM 身份。我们讨论了我们的研究结果如何阐明 STEM 认可的机制，指出 STEM 认可对 STEM 表现、能力和兴趣的男性化展示的依赖，从而导致边缘化的循环，因为学习者被灌输了对现有 STEM 话语的认可，从而使现有的 STEM 话语永久化。其他的。我们讨论了不考虑性别话语的 STEM 身份测量的研究意义，并为学习体验的设计提供了实际意义，这些学习体验利用现有的话语来培养 STEM 人原型的性别认知。最后，我们提出了一个提升孕产妇照顾者和家庭移民历史在 STEM 身份构建中的作用的案例。