Girls and women continue to be underrepresented in STEM fields (science, technology, engineering, and mathematics), and this underrepresentation has been partly attributed to gendered socialization processes early in life. One common feature of girls’ developmental years is the experience of gender discrimination, yet relatively few studies have examined how girls’ own experiences with gender discrimination may shape their connectedness to school and STEM. Using data from a cross-sectional study of ethnically and socioeconomically diverse adolescent girls (N = 295; M_age = 15.1, SD = 1.1; 54% White, 21% African American, 13% Latinx), we examined the unique and interactive effects of girls’ subjective experiences with gender discrimination and implicit gender-science stereotypes on school connectedness and STEM orientation. Participants completed a survey on their experiences with gender discrimination, school connectedness, math and science achievement motivations, and the gender-science implicit association test. Results demonstrated that girls who experienced more gender discrimination reported lower levels of school connectedness. Gender discrimination also negatively predicted math achievement motivations for girls who more strongly endorsed implicit gender-science stereotypes (i.e., science associated with men and liberal arts associated with women). The theoretical and practical significance of these findings are discussed.

女孩和妇女在 STEM 领域（科学、技术、工程和数学）的代表性仍然不足，这种代表性不足部分归因于生命早期的性别社会化过程。女孩成长时期的一个共同特征是性别歧视的经历，但相对较少的研究调查了女孩自己的性别歧视经历如何影响她们与学校和 STEM 的联系。使用来自种族和社会经济多样化少女的横断面研究数据（N  = 295；M_年龄 = 15.1，SD = 1.1; 54% 的白人，21% 的非裔美国人，13% 的拉丁裔），我们研究了女孩的主观体验与性别歧视和隐性性别科学刻板印象对学校连通性和 STEM 方向的独特和互动影响。参与者完成了一项关于他们在性别歧视、学校联系、数学和科学成就动机以及性别科学内隐联想测试方面的经历的调查。结果表明，遭受更多性别歧视的女孩报告的学校联系程度较低。性别歧视也负面地预测了女孩的数学成就动机，她们更强烈地支持隐含的性别科学刻板印象（即与男性相关的科学和与女性相关的文科）。