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A Phenomenological Study of the Experiences of Successful Women in Science Fields University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2018 A Phenomenological Study of the Experiences of Successful Women in Science Fields Jonathan Hall University of Central Florida Part of the Science and Mathematics Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Hall, Jonathan, "A Phenomenological Study of the Experiences of Successful Women in Science Fields" (2018). Electronic Theses and Dissertations, 2004-2019. 5983. https://stars.library.ucf.edu/etd/5983 A PHENOMENOLOGICAL STUDY OF THE EXPERIENCES OF SUCCESSFUL WOMEN IN SCIENCE FIELDS by JONATHAN LAWRENCE HALL B.S. University of Wisconsin Oshkosh, 2010 M.Ed. University of West Florida, 2014 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education and Human Performance at the University of Central Florida Orlando, Florida Summer Term 2018 Major Professor: Malcolm B. Butler © 2018 Jonathan Lawrence Hall ii ABSTRACT Girls and women face several forms of gender-based biases and discrimination in the science community. These issues create difficult circumstances for them to develop positive science identities. Since these difficult circumstances exist, science education and sociology researchers have used a deficit model to learn about their experiences, achievements, and attitudes. Understanding the experiences of successful women in science offers insight into how women can navigate the challenges presented by the science community and how science educators can support them. However, research studies that explore the experiences of successful women in science are scant. Therefore, the objective of this study was to learn about the experiences of successful women who are professionals in science fields. Twelve participants engaged in three semi-structured interviews. Findings showed that participants had access to and support in authentic science experiences. They developed a passion for science that was supported by a self-selected support system. Advancement in workplaces that were often dominated by males required a sophisticated understanding of organizational norms. This advancement required strategic agency in how they spent their time and the relationships that they built. Two differences in experiences were found that were based on race. The first difference based on race was that Black and Hispanic participants experienced racial and ethnic discrimination. The second difference was that Black and Hispanic participants discussed the centrality of their faith to their work in every interview. These findings provide insight for the science community. Science methods instructors could educate pre-service teachers about how participants navigated gender-based challenges in science communities. Furthermore, the stories of these women could structure lessons that cover inclusion and equity. For industry, all iii employees should adhere to professional standards and mentors should be relatable to their mentees. iv ACKNOWLEDGMENTS Jesus Christ, my savior, has been with me in every step that led to this journey, through it, and after commencement. He has not left my side. People come and go, but He stays. Every day I thank Him for the people who have walked by my side in my academic journey of earning a doctorate in science education. Before I entered the doctoral program, Dr. Bobby Jeanpierre listened to my story and suggested that I am a qualified individual for the science education doctoral program. Her affirming spirit empowered me to apply for the program. Furthermore, her passionate instruction and personality encouraged me to continue to be enthusiastic about how I teach and how I conduct research. Dr. Su Gao has facilitated my development as a science teacher educator and as a researcher. She has given me opportunities to conduct research in her classroom and has patiently supported my work. Along with Dr. Butler, we wrote my first article that was published in a peer-reviewed journal. I would like to thank Dr. William Blank for his mentorship and support, which began before I arrived in Orlando. He took me apartment shopping. He showed me how to iron a shirt with starch. He asked if I wanted to pursue a PhD while I was his employee at Career Services. He guided me though facilitating the Women in STEM: Aim Higher program. I would like to thank Dr. David Boote for telling me that I just need to do it when I felt reluctant to study successful women in science. In addition, he helped develop blueprints of every section of my dissertation with a high level of intellect and strategy. I am so thankful to v him for writing pages of feedback that were unique to my needs. I have used this teaching method in my classroom. Irenea Walker has been a consistent peer in the struggle of completing a PhD program since day one. Her caring and reassuring qualities were paramount to my successful completion of the program. My Mom and Dad developed me into a man who values integrity, discipline, and critical thought. All of which has helped me be successful in every aspect of my life. They also taught me to work for God. I am extremely grateful for the scientists who took their time to serve as participants of this study. I hope that their stories will influence researchers, educators, and industry professionals. Their stories have helped me grow as a researcher and a more informed individual. I am thankful for every student who I have had the privilege to teach. My experiences with them motivate me to work hard every day. I am deeply honored to be an educator Dr. Malcolm B. Butler is the most effective advisor, mentor, teacher, and coach that I have had as student. I often thank him for what he does and he told me to pay it forward. Therefore, I journal about how he has assisted me so that I can effectively mentor and teach future students. His calculated strategies to develop me in every interaction continues to challenge and support me. Among all his good qualities, I most appreciate that he listens to me and cares about me. He knows me personally and spiritually, which allows him to give nuanced advice and care to me. I am going to end this section by how Dr. Butler ends his emails. peace vi vii TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................................... xiv LIST OF TABLES ........................................................................................................................ xv CHAPTER ONE: INTRODUCTION ............................................................................................ 1 Purpose Statement ....................................................................................................................... 2 Research Goals and Research Questions .................................................................................... 3 Conceptual Framework ............................................................................................................... 4 Overview of Methodology .......................................................................................................... 6 Definition of Terms..................................................................................................................... 6 Organization of Paper ................................................................................................................. 8 CHAPTER TWO: LITERATURE REVIEW .............................................................................. 10 Figured Worlds ......................................................................................................................... 11 Sex and Gender ..................................................................................................................... 13 Race and Ethnicity ................................................................................................................ 13 Power and Privilege .............................................................................................................. 14 Identity Work ............................................................................................................................ 17 Intersectionality ..................................................................................................................... 18 Positioning ............................................................................................................................ 19 Agency and Improvising ....................................................................................................... 20 Identity Formation .................................................................................................................... 20 Gap in the Literature ................................................................................................................. 22 CHAPTER THREE: METHODOLOGY .................................................................................... 23 viii Exempt Research Classification ..............................................................................................
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