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Description: Balanced identity theory (BIT) has played an important role in research examining women’s underrepresentation in STEM (science, technology, engineering, mathematics). Yet, BIT’s main balanced-congruity principle has not been tested specifically for gender-science cognitions. Additionally, BIT’s predictions have been tested primarily from a variable-centered approach. The current study therefore examined whether 1) gender-science cognitions form a balanced identity configuration; 2) different identity profiles can be distinguished; 3) identity profiles differ in background characteristics, school motivation and self-esteem. Dutch emerging adults between 18 and 25 years old (N = 318, 51% female) completed a gender-science Implicit Association Test (gender-science stereotypes) and questionnaires assessing felt similarity to males and females (gender identity), interest in science and liberal arts occupations (occupational self-concept), self-esteem, and school motivation and engagement. Data used in: Endendijk, J. J. (2023). A Person-Centered Approach toward Balanced Gender Identity in Emerging Adults: Associations with Self-Esteem and Attitudes about Education. Education Sciences, 13(4), 424. https://doi.org/10.3390/educsci13040424