In a study of 639 female undergraduates in science, technology, engineering, and mathematics (STEM) majors, we found that the relation between a negative academic climate and more interference between identities as women and as scientists, and lower science performance perceptions, was mediated by lower psychological well-being. We also found partial support for gender identity (centrality, private regard, and public regard) as a buffer of the link between climate/interference and psychological well-being. Specifically, gender centrality buffered the link between identity interference and well-being. Gender public regard buffered the association of both negative climate and interference with well-being, and gender private regard exacerbated the link between interference and well-being. We discuss these results in terms of the benefits that gender identification may provide for women in STEM and suggest that educators create networks for women in STEM, while working to reduce sexism and improve academic climates.