Title IX and STEM
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Female Underrepresentation in STEM Erin Cygan Augustana College, Rock Island Illinois
Augustana College Augustana Digital Commons Mary Wollstonecraft rW iting Award Prizewinners 2018 Female Underrepresentation in STEM Erin Cygan Augustana College, Rock Island Illinois Follow this and additional works at: https://digitalcommons.augustana.edu/wollstonecraftaward Part of the Women's Studies Commons Augustana Digital Commons Citation Cygan, Erin. "Female Underrepresentation in STEM" (2018). Mary Wollstonecraft rW iting Award. https://digitalcommons.augustana.edu/wollstonecraftaward/28 This Student Paper is brought to you for free and open access by the Prizewinners at Augustana Digital Commons. It has been accepted for inclusion in Mary Wollstonecraft rW iting Award by an authorized administrator of Augustana Digital Commons. For more information, please contact [email protected]. Female Underrepresentation in STEM Erin Cygan FYI-103-34 Rethinking the ‘F Word’: Feminisms for the 21st Century Jennifer Heacock-Renaud Spring 2017 Long Analytical Essay 1 Blue is for boys, pink is for girls. Legos are for boys, dolls are for girls. Science kits are for boys, Easy Bake Ovens are for girls. Computer science and engineering are for boys, the humanities and caregiving are for girls. Ad infinitum. While oftentimes overlooked, society has the tendency to enforce and naturalize restrictive binaries for children, most often in relation to gender identity. These binaries cultivate an acceptance of gender stereotypes and promote a bias that carries over into adulthood. The nature of this gendered oppression weighs heavily on young girls’ opportunities and career aspirations. When girls are discouraged from or otherwise unaware of their potential future in a diverse array of jobs, their talents and abilities are suppressed. The objective of this paper is to examine the lack of women pursuing and practicing science, technology, engineering, and mathematics (STEM) relative to the number of men active in these fields. -
Darwin and the Women
COMMENT BOOKS & ARTS division of the “eight-hour husband” work- ing outside the home and the “fourteen-hour wife” within it. Feminist intellectual Charlotte Perkins Gilman drew on Darwin’s sexual- TTMANN/CORBIS selection theory to argue that women’s eco- BE nomic dependence on men was unnaturally skewing evolution to promote “excessive sex- ual distinctions”. She proposed that economic and reproductive freedom for women would restore female autonomy in choice of mate — which Darwin posited was universal in nature, except in humans — and put human evolutionary progress back on track. L LIB. OF CONGRESS; R: TIME LIFE PICTURES/GETTY; Darwin himself opposed birth control and Women’s advocates (left to right) Elizabeth Cady Stanton, Antoinette Brown Blackwell and Maria Mitchell. asserted the natural inferiority of human females. The adult female, he wrote in The EVOLUTIONARY BIOLOGY Descent of Man (1871), is the “intermediate between the child and the man”. Neverthe- less, appeals to Darwinist ideas by birth-con- trol advocates such as Margaret Sanger led Darwin and one critic to bemoan in 1917 that “Darwin was the originator of modern feminism”. Feminism in the late nineteenth century was marked by the racial and class politics the women of the era’s reform movements. Blackwell’s and Gilman’s views that women should work outside the home, for example, depended on Sarah S. Richardson relishes a study of how nineteenth- the subjugated labour of lower-class minor- century US feminists used the biologist’s ideas. ity women to perform household tasks. And Sanger’s birth-control politics appealed to contemporary fears of race and class ‘sui- wo misplaced narratives dominate physician Edward cide’. -
Mothers in Science
The aim of this book is to illustrate, graphically, that it is perfectly possible to combine a successful and fulfilling career in research science with motherhood, and that there are no rules about how to do this. On each page you will find a timeline showing on one side, the career path of a research group leader in academic science, and on the other side, important events in her family life. Each contributor has also provided a brief text about their research and about how they have combined their career and family commitments. This project was funded by a Rosalind Franklin Award from the Royal Society 1 Foreword It is well known that women are under-represented in careers in These rules are part of a much wider mythology among scientists of science. In academia, considerable attention has been focused on the both genders at the PhD and post-doctoral stages in their careers. paucity of women at lecturer level, and the even more lamentable The myths bubble up from the combination of two aspects of the state of affairs at more senior levels. The academic career path has academic science environment. First, a quick look at the numbers a long apprenticeship. Typically there is an undergraduate degree, immediately shows that there are far fewer lectureship positions followed by a PhD, then some post-doctoral research contracts and than qualified candidates to fill them. Second, the mentors of early research fellowships, and then finally a more stable lectureship or career researchers are academic scientists who have successfully permanent research leader position, with promotion on up the made the transition to lectureships and beyond. -
Objectivity in the Feminist Philosophy of Science
OBJECTIVITY IN THE FEMINIST PHILOSOPHY OF SCIENCE DISSERTATION Presented in Partial Fulfillment of the Requisites for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Karen Cordrick Haely, M.A. ***** The Ohio State University 2003 Dissertation Committee: Approved by Professor Louise M. Antony, Adviser Professor Donald C. Hubin _______________________ Professor George Pappas Adviser Philosophy Graduate Program ABSTRACT According to a familiar though naïve conception, science is a rigorously neutral enterprise, free from social and cultural influence, but more sophisticated philosophical views about science have revealed that cultural and personal interests and values are ubiquitous in scientific practice, and thus ought not be ignored when attempting to understand, describe and prescribe proper behavior for the practice of science. Indeed, many theorists have argued that cultural and personal interests and values must be present in science (and knowledge gathering in general) in order to make sense of the world. The concept of objectivity has been utilized in the philosophy of science (as well as in epistemology) as a way to discuss and explore the various types of social and cultural influence that operate in science. The concept has also served as the focus of debates about just how much neutrality we can or should expect in science. This thesis examines feminist ideas regarding how to revise and enrich the concept of objectivity, and how these suggestions help achieve both feminist and scientific goals. Feminists offer us warnings about “idealized” concepts of objectivity, and suggest that power can play a crucial role in determining which research programs get labeled “objective”. -
Reaching the Full Potential of STEM for Women and the U.S. Economy
Reaching the Full Potential of STEM for Women and the U.S. Economy 12 1 Reaching the Full Potential of STEM for Women and the U.S. Economy Reaching the Full Potential of STEM for Women and the U.S. Economy 3 Reaching the Full Potential of STEM for Women and the U.S. Economy Somewhere in America there is a tech executive looking for a skilled programmer. Somewhere else there is a young girl on a computer tablet learning to code. It’s about time these two got acquainted. Across the country, companies are looking to hire people with skills in science, technol- ogy, engineering, and mathematics. But there remains a shortage of talented women in these fields, and this poses a threat to our competitiveness as a nation. That’s why I am pleased to present the Center for Women in Business’ new report Reaching the Full Potential of STEM for Women and the U.S. Economy, The argument for more women in STEM careers is simple. Projections show that Amer- ica will need to fill 6.6 million STEM jobs over the next 10 years. Although women are becoming more educated than ever before—making up half of all workers with postsec- ondary degrees—they compose just 25% of workers in STEM fields. How can companies find enough STEM workers if half our population is directed toward other professions? How can our nation compete if we are not luring the brightest minds into STEM fields? Bringing more women into the STEM workforce is not just about gender equity. -
Women in Computer Sciences in Romania: Success and Sacrifice
Journal of International Education and Leadership Volume 4 Issue 2 Fall 2014 http://www.jielusa.org/ ISSN: 2161-7252 Women in Computer Sciences in Romania: Success and Sacrifice Kelly Ward Washington State University Cornelia Dragne Independent Scholar Angelina J Lucas Washington State University The purpose of this article is to more fully understand the professional lives of women academics in computer sciences in six Romanian universities. The work is exploratory and relies on a qualitative framework to more fully understand what it means to be a woman academic in high-tech disciplines in a second world economy. We conducted in-depth, face-to-face interviews and reviewed a number of documents to create a context for the major social and political changes in Eastern Europe that affected the professional journeys of women academics in Romania. Results convey the ways in which gender, technology, and higher education are bound together by a multiplicity of conscious and unconscious inclusionary and exclusionary practices at universities. Findings also suggest that further research is needed on the theoretical underpinnings and practice of gender equality in Romanian higher education institutions. Women academics in computing face a complex interplay of discouraging factors, including severe financial austerity and the masculine domination of the disciplines, necessitating the establishment of structures and mechanisms to foster honest debate around the dilemma regarding equality of opportunity or equality of outcome. Keywords: Women in Computer Sciences; Women Academics; STEM; Romania A growing body of literature on gender equality faculty in science, technology, engineering, and in science points to an imbalance in the number, mathematical (STEM) disciplines. -
International Best Practice Report on Teaching Stem
ENGIE DELIVERABLE 1.4 ENGIE DELIVERABLE 1.4 INTERNATIONAL BEST PRACTICE REPORT ON TEACHING STEM Summary This report presents the results of the review aimed at identifying best practices and success stories relative to STEM teaching in Europe and worldwide, in the framework of WP1 “Programming”, tasks 1.3 and 1.4 Authors Silvia Giuliani PhD, Institute of Marine Sciences, National Research Council of Italy i ENGIE DELIVERABLE 1.4 Title: D 1.4 International best practice report on teaching STEM Lead beneficiary: National Research Council of Italy (CNR) Other beneficiaries: UNIM, LTU, UNIZG-RGNF, EFG, LPRC Due date: 31/08/2020 Delivery date: 20/08/2020 DOI: Recommended citation: Silvia Giuliani, The EIT ENGIE project: Deliverable 1.4 – International best practice report on teaching STEM i ENGIE DELIVERABLE 1.4 Table of contents Introduction …………………………………………………………………….……. 1 1. Theoretical concepts that underlie best practices for STEM teaching ...……………………………………………..…….….………..……... 3 1.1. Affective Domain and Individual Interest ………………….…………….……… 4 1.2. Communicating geosciences at the Solomon Islands …………………..…. 5 1.3. Research Partnership Consensus Statement ………………….………………. 6 1.4. Constructivist approach to Science education ……………….…….………... 7 1.5. Geoethics ……………………………………………………………….….………..…….….. 8 1.6. The protégé effect ……………………………………………………………………….… 9 1.7. Geoscience in the Anthropocene ….……………………………………………….. 10 1.8. Inquiry and Tenets of Multicultural Education …………………….…………. 11 1.9. Environmental Education ………………………………………….………..…………. 12 1.10. Gender Gap in Science interdisciplinary project ..…………………………… 13 1.11. SAGA – STI GOL .……………………………….……………………………………………. 14 1.12. Integrated STEM education …………………………………………………….……… 15 1.13. Inquiry-based STEM education ………………………………………………………. 16 2. Programs and projects for schools and the general public .… 17 2.1. UCAR SOARS ………………………………………………………..………………………… 18 2.2. The Texas Earth and Space Science Revolution ………………….…………… 19 2.3. -
Women in Academic Science: a Changing Landscape 541236Research-Article2014
PSIXXX10.1177/1529100614541236Ceci et al.Women in Academic Science: A Changing Landscape 541236research-article2014 Psychological Science in the Public Interest Women in Academic Science: A Changing 2014, Vol. 15(3) 75 –141 © The Author(s) 2014 Reprints and permissions: Landscape sagepub.com/journalsPermissions.nav DOI: 10.1177/1529100614541236 pspi.sagepub.com Stephen J. Ceci1, Donna K. Ginther2, Shulamit Kahn3, and Wendy M. Williams1 1Department of Human Development, Cornell University; 2Department of Economics, University of Kansas; and 3School of Management, Boston University Summary Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/ computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. -
Women's Careers in Biomedical Sciences
JOURNAL OF WOMEN’S HEALTH Volume 26, Number 5, 2017 ª Mary Ann Liebert, Inc. DOI: 10.1089/jwh.2016.6012 Women’s Careers in Biomedical Sciences: Implications for the Economy, Scientific Discovery, and Women’s Health Jennifer L. Plank-Bazinet, PhD,1 Misty L. Heggeness, PhD, MPP, MSW,2 P. Kay Lund, PhD,3 and Janine Austin Clayton, MD1 Abstract While women have been well represented in medical school and biomedical doctoral degree programs, they do not comprise half of academic medicine faculty positions. Furthermore, there is a significant paucity of women in academic medicine leadership positions, as evidenced by the fact that only 16% of dean positions at United States Medical schools are filled by women. In this commentary, the authors review the state of women in academic medicine and argue that increased representation of women in the academic workforce will lead to economic gains, increased scientific discovery, and improvements to women’s health. Keywords: women in science, careers, academic medicine, women’s health, scientific discovery, biomedical research workforce, gender and economic development or the past decade, approximately half of medical more attractive and hospitable for women academics. There- Fschool graduates and doctoral degree recipients in the fore, the paucity of women in senior leadership roles may dis- biological sciences have been women.1,2 Despite this gender courage younger women from advancing. A study by Carrell parity in degree recipients, an underrepresentation of women et al. provides evidence that having female -
Mentoring Women: Identifying, Developing, and Retaining STEM Stars
Mentoring Women: Identifying, Developing, and Retaining STEM Stars A Thesis Submitted to the Faculty of Drexel University By Alexandra Chiara Viscosi in partial fulfillment of the requirements for the degree of Doctor of Education August 2016 Running Head: Mentoring Women © Copyright 2016 Alexandra C. Viscosi. All Rights Reserved. ii Running Head: Mentoring Women iii Running Head: Mentoring Women Dedication I dedicate this dissertation to my parents, Yvonne Torres Viscosi and Pasquale Viscosi. iv Running Head: Mentoring Women Acknowledgements First of all, I would like to thank my committee for guiding me through this process. To Kristy Kelly, my doctoral advisor, who endured many emails and panicked calls over the course of this process, I am forever grateful for your patience and guidance. I truly appreciate all of the positive feedback and believing in my work when I was hesitant. I hope we can continue to work together in the future. In addition, Michael Ober who went above and beyond by not only being on my committee but being a dear friend. Thank you for listening to countless hours of stories about my classes, my stresses, and supporting me through this roller coaster of a dissertation process. Not only did you offer to write me a recommendation letter to get into this program, you immediately volunteered to be a part of my committee from the very beginning. I cannot thank you enough for all you have done and how much it has meant to me. Next, I would like to give my gratitude to my co-workers and friends who helped me through the process, participated whenever they could and were supportive shoulders when I needed it. -
Cultural Sexism in Academia
Gender and Education ISSN: 0954-0253 (Print) 1360-0516 (Online) Journal homepage: http://www.tandfonline.com/loi/cgee20 Women, know your limits: cultural sexism in academia Heather Savigny To cite this article: Heather Savigny (2014) Women, know your limits: cultural sexism in academia, Gender and Education, 26:7, 794-809, DOI: 10.1080/09540253.2014.970977 To link to this article: https://doi.org/10.1080/09540253.2014.970977 Published online: 24 Oct 2014. Submit your article to this journal Article views: 2227 View related articles View Crossmark data Citing articles: 26 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cgee20 Gender and Education, 2014 Vol. 26, No. 7, 794–809, http://dx.doi.org/10.1080/09540253.2014.970977 Women, know your limits: cultural sexism in academia Heather Savigny* The Media School, Bournemouth University, Weymouth House, Poole, Dorset BH12 5BB, UK (Received 9 July 2013; accepted 25 September 2014) Despite the considerable advances of the feminist movement across Western societies, in Universities women are less likely to be promoted, or paid as much as their male colleagues, or even get jobs in the first place. One way in which we can start to reflect on why this might be the case is through hearing the experiences of women academics themselves. Using feminist methodology, this article attempts to unpack and explore just some examples of ‘cultural sexism’ which characterises the working lives of many women in British academia. This article uses qualitative methods to describe and make sense of some of those experiences. -
DIGEST September 2011 Edition
DIGEST September 2011 Edition --GenCen Events List of gender- and LGBTQ-related courses being offered Fall 2011 and Spring 2012 GenCen Colloquia Series, September 30, October 21, November 18 GenCen/CASID Friday Forum, September 23, 30, October 7, 14, 21, 28, November 4, 11, 18, December 2 The Struggle of Kurdish Women in the Face of Kurdish Law and Traditions, September 22 Ties that Bind: Toxic Pollution, Urban Brownfields and the Embodiment of Class and Gender in Post-industrial Southeast Chicago, September 26 Locating Gender and Disability within Women's and Disability Rights Discourses in India, September 28 Roundtable Discussion of Aime Ellis’s If We Must Die: From Bigger Thomas to Biggie Smalls, October 14 MSU Events Career Services for Students (Student Services Building) Student Employment Opportunities at www.MySpartanCareer.com Weekly OISS Coffee Hour, Fridays Undergraduate Research Workshops, September 29, October 4, 18, 24, November 1, 9, 16 Community Conversations and Reflections on a Decade of Change. Highlight: October 6 National Depression Screening Day, October 6 Global Focus Photo Competition, Entries due October 7 CLACS Fall 2011 Seminar Series. Highlight: October 19 Global Opportunities Fair and Conference, October 19 LGBT Resource Center, Open Monday-Friday from 9am to 5pm ReCUR call for student editors Undergraduate Application for Admission to Teacher Preparation Program, available through November 23 Support Gender Neutral Housing at Michigan State University Petition Other Events Conferences and Workshops MI H2Objective Conference: Research Shaping Michigan's Water Future, Wayne State University, September 29-30 Cultures of Exile: African Globalities in the Age of Transnationalism, University of Kansas, October 6-8 2nd Annual Conference of the Cultural Studies and Comparative Literature Department University of Minnesota, October 14-15 Calls for Papers THINKING GENDER 2012: Graduate Student Research Conference, February 3, 2012, UCLA.