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Journal of Women and Minorities in Science and Engineering
Senior Associate Editor: Maura Borrego (open in a new tab)

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ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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(DE)VALUING TEACHING IN THE ACADEMY: WHY ARE UNDERREPRESENTED GRADUATE STUDENTS OVERREPRESENTED IN TEACHING AND OUTREACH?

Volumen 13, Ausgabe 4, 2007, pp. 391-419
DOI: 10.1615/JWomenMinorScienEng.v13.i4.50
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Heather Thiry
Ethnography and Evaluation Research, Center to Advance Research and Teaching in the Social Sciences, University of Colorado, Boulder
Sandra L. Laursen
Ethnography and Evaluation Research, Center to Advance Research and Teaching in the Social Sciences, University of Colorado, Boulder
Carrie Liston
Ethnography and Evaluation Research, Center to Advance Research and Teaching in the Social Sciences, University of Colorado, Boulder

ABSTRAKT

This study explores a science outreach program that serves to broaden graduate education for a group of underrepresented STEM graduate students interested in careers in science education and outreach. Through interviews with 24 former and current outreach participants, we examine the graduate experiences and career paths of these students and their formation of science identities that challenged the dominant discourses and values within their departments. This study raises issues that suggest why women and minorities may be underrepresented in academic research and overrepresented in outreach and education.

REFERENZIERT VON

  1. Lane Amanda Kelly, Hardison Carlton, Simon Ariana, Andrews Tessa C., A model of the factors influencing teaching identity among life sciences doctoral students, Journal of Research in Science Teaching, 56, 2, 2019. Crossref

  2. Borrego Maura, Choe Nathan Hyungsok, Nguyen Kevin, Knight David B., STEM doctoral student agency regarding funding, Studies in Higher Education, 46, 4, 2021. Crossref

  3. Choe Nathan H., Borrego Maura, Master's and doctoral engineering students' interest in industry, academia, and government careers, Journal of Engineering Education, 109, 2, 2020. Crossref

  4. Huvard Hannah, Talbot Robert M., Mason Hillary, Thompson Amreen Nasim, Ferrara Michael, Wee Bryan, Science identity and metacognitive development in undergraduate mentor-teachers, International Journal of STEM Education, 7, 1, 2020. Crossref

  5. Loshbaugh Heidi G., Laursen Sandra L., Thiry Heather, Reactions to Changing Times: Trends and Tensions in U.S. Chemistry Graduate Education, Journal of Chemical Education, 88, 6, 2011. Crossref

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