If students are most exposed to an SME discipline whose occupants are perceived as unlike themselves, not only will they avoid that discipline, but they will avoid other SME disciplines in the future because the meanings they hold for scientists in general move further from their self-meanings. SME summer programs slightly reduce girls meanings discrepancies with SME disciplines. Overall, however, the summer programs are ineffective at increasing interest in becoming a scientist, at increasing SME identity prominence, and at increasing involvement in SME activities regardless of prior levels of these indicators. Boys lowered outcomes may be the product of an interruption of home-centered SME relationships. Finally, the results suggest revisions to the identity theory model.
New relationships are more influential over girls identities and behaviors.
This difference is supported by prior research which demonstrates that girls more than boys are attentive to social relationships. The identity theory model should be revised to reflect the differences by sex or gender that new social ties have on identities and activities. Overall, the dissertation supports an identity theory formulation of determinants of SME identities, interests and activities. Suggestions for improving retention of talented SME students are made in light of the findings.