Intuitively, it is easy to grasp disparities such as stalled career advancement that arise from inequitable recognition amongst peers. Moreover, there is a significant body of research that illuminates a more problematic and longer-term impact: lack of recognition as a scientist leads to lack of forming an identity as a scientist, which can lower likelihood of persistence in STEM. A framework for STEM identity has emerged that emphasizes competence, performance, and recognition (Carlone & Johnson, 2007). In this framework, competency is viewed as not just knowledge but proficiency with valued skills (e.g., STEM practices). Performance is the demonstration of scientific practices in professional settings within the authentic culture of STEM (and in classrooms). The third component is explicit recognition of competence and performance in ways culturally appropriate for STEM. The researchers found that competence and performance were not enough to predict the science identity development of the women of color in their study; recognition was needed and harder to get.