'It’s possible to assume that women who study STEM topics (Science, Technology, Engineering, Mathematics) with a low proportion of females have successfully overcome barriers in school and the family, making them less prone to stereotypic views, and in?uences. The present study focuses on these kinds of factors and analyzes to which degree family factors, school-related factors, and individual stereotypes may in?uence a woman’s academic self-concept. The following study presents a latent regression model which is based on a survey of 296 women from different German universities, all of whom are part of STEM programs of study that have <30% females. It was investigated to which degree individual stereotypes, support in school, and family support contribute to the self-concept in STEM. Gender stereotypes were negatively related to students’ STEM-speci?c self-concept in the selected sample. This study also reveals negative family-related in?uences that lower a woman’s self-concept. Positive predictors on the other hand included school aspects that are found in the students’ favorite subjects at school. The results of the study provide important aspects for STEM education. Even though the students participating in the study presumably had good grades in STEM, stereotypes still corrupted their self-concept.'