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Journal of Women and Minorities in Science and Engineering
SJR: 0.504 SNIP: 0.671 CiteScore™: 1.65

ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v7.i3.20
15 pages

MOVING WOMEN FROM SCHOOL TO WORK IN SCIENCE: CURRICULUM DEMANDS/ADULT IDENTITIES. AND LIFE TRANSITIONS

Margaret Eisenhart
School of Education, UCB 249, University of Colorado, Boulder, CO 80309-0249

ABSTRAKT

This article proposes that the organization of some college curriculum programs as well as some workplaces presents special and perhaps unnecessary obstacles to women who might pursue science or engineering. The article begins with a framework for thinking about connections between school and work in various fields. This section reveals important differences in the way college degree programs are organized and in their implications for the transition to work. Some programs, such as in physics, construct a "tight" link between school and work; others, such as in sociology, construct much looser links. The article proceeds by reviewing results of previous ethnographic research about women's actual experiences in college and work. This section suggests that during the period of transition from college to work, women face special cultural demands that interfere with their pursuit of degrees in tight programs. Joining the lessons from the two preceding sections, the argument is made that the tight organization of some college and workplace environments asks more of women than they can give and helps explain why women continue to be under represented in some fields. The argument has testable Implications for the design of curricularprogramsana'workplace environments that might attract more women (and perhaps more minorities and men) to science and engineering.


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