Abo Bibliothek: Guest
Digitales Portal Digitale Bibliothek eBooks Zeitschriften Referenzen und Berichte Forschungssammlungen
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.2012004190
pages 179-198

"THE DOORS ARE OPEN" BUT THEY DON'T COME IN: CULTURAL CAPITAL AND THE PATHWAY TO ENGINEERING DEGREES FOR WOMEN

Susan Chanderbhan-Forde
Department of Anthropology, University of South Florida, Tampa, Florida 33620, USA ; Alliance for Applied Research in Education and Anthropology, University of South Florida, Tampa, Florida, 33620, USA
N/A
Rebekah S. Heppner
Alliance for Applied Research in Education and Anthropology, University of South Florida, Tampa, Florida, 33620, USA
Kathryn M. Borman
Alliance for Applied Research in Education and Anthropology, Department of An thropology, University of South Florida, Tampa, Florida, 33620, USA

ABSTRAKT

This article discusses women's unequal access to certain types of cultural capital and the role that this plays in their participation in STEM (science, technology, engineering, and math) undergraduate programs. We utilize ethnographic data from our three-year study of four undergraduate engineering programs in the state of Florida to analyze women's experiences on two portions of the pathway to an undergraduate STEM degree: women's experiences prior to college, when students are developing an interest in engineering, and their experiences during their undergraduate years. Our analysis indicates that women's limited access to certain types of cultural capital negatively impacts their early interest and knowledge of STEM fields, as well as their success during the undergraduate years. The voices of students and the viewpoints of their professors and school administrators are used to support this argument. We suggest two interventions: specific programs targeted to girls and young women and high quality mentoring.


Articles with similar content:

MOVING WOMEN FROM SCHOOL TO WORK IN SCIENCE: CURRICULUM DEMANDS/ADULT IDENTITIES. AND LIFE TRANSITIONS
Journal of Women and Minorities in Science and Engineering, Vol.7, 2001, issue 3
Margaret Eisenhart
PORTRAITS OF SCIENCE SELF-EFFICACY: FOUR UNDERGRADUATE WOMEN IN A SUMMER RESEARCH EXPERIENCE
Journal of Women and Minorities in Science and Engineering, Vol.18, 2012, issue 3
Laura L. Carruth, Rob Poh, Kyle J. Frantz, Melissa K. Demetrikopoulos, Robert L. DeHaan, Chris T. Goode, Shari L. Britner, Brian Williams, John L. Pecore, Phillip Gagne
EXAMINING SENSE OF BELONGING AND CAMPUS RACIAL DIVERSITY EXPERIENCES AMONG WOMEN OF COLOR IN STEM LIVING-LEARNING PROGRAMS
Journal of Women and Minorities in Science and Engineering, Vol.17, 2011, issue 3
Dawn R. Johnson
'AN INCREDIBLY STEEP HILL': HOW GENDER, RACE, AND CLASS SHAPE PERSPECTIVES ON ACADEMIC CAREERS AMONG BEGINNING BIOMEDICAL PHD STUDENTS
Journal of Women and Minorities in Science and Engineering, Vol.22, 2016, issue 2
Patricia B. Campbell, Christine V. Wood, Richard McGee
CAPITALIZING ON OPPORTUNITY OUTSIDE THE CLASSROOM: EXPLORING SUPPORTS AND BARRIERS TO THE PROFESSIONAL DEVELOPMENT ACTIVITIES OF COMPUTER SCIENCE AND ENGINEERING MAJORS
Journal of Women and Minorities in Science and Engineering, Vol.17, 2011, issue 2
Jonathan M. Holland, Valerie Morganson, Karin A. Orvis, Debra A. Major