INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the tact directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Infonnation Company 300 North Zeeb Road, Ann Aibor MI 48106-1346 USA 313/761-4700 800/521-0600 RACE, GENDER, AND MARGINALIZATION IN THE CONTEXT OF THE NATURAL SCIENCES DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Leslie Sandra Jones, A.B., M.S., M.A. ***** The Ohio State University 1997 Dissertation Committee: Approved by Professor Nancy V. Chism, CoAdvisor Professor Patricia A Brosnan, CoAdvisor CoAdvisors College of Education Professor David G. Horn UMI Number: 9731647 UMI Microform 9731647 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 ABSTRACT While natural science is no longer an exclusively white/masculine domain, and there have been some increases in both gender and racial/ethnic diversity, portions of our population remain seriously underserved in science classrooms and underrepresented in scientific career fields. This study sought explanations for the persistence of disproportional representation in the professional scientific community with an interest in how it might impact postsecondary and precoUegiate science education. The descriptive and explanatory power of naturalistic inquiry was employed to explore the views and experiences of natural scientists with respect to equity issues. This qualitative research adhered most closely to the methodological traditions of critical ethnography, employing the assumption that, although a great deal of difference exists among disciplines and individual scientists, there is a set of common values and behaviors that can be defined as the "culture" of science. Open-ended interviews were conducted with participants who were both traditional (Caucasian males) and nontraditional (all women and men of color) researchers in both the basic and applied fields of the life and physical sciences. Systematic analysis of decontextualilzed, coded comments led to emergent thematic categories that included: Delusions of Equity, Myth of Meritocracy, Power of the Pedigree, Traditions of Gender, and Typing by Race. Parallel case studies indicated a high level of intersubjective agreement within demographic groups with respect to their perceptions of marginalization. Regardless of racial/ethnic identity, gender issues provide constant obstacles for women in the sciences. Certain racial ethnic groups are better tolerated and more easily assimilated, giving the impression that some people are “more different” than others. Women of color live at the intersection of racism and sexism, never sure which form of oppression is behind the treatment they receive. There was evidence that although the majority population in the scientific community would like to believe they treat people equitably and welcome diverse participation, patterns of discrimination are still prevalent and extremely insidious. The culture of science itself seems to contribute to the fact that certain underrepresented groups of people continue to be denied fundamental access to science knowledge as well as the important right to participate in its production. m DEDICATION To the memory of Patricia Blosser... .without whom I would never have considered the possibility of becoming a Science Educator. This is also for my parents, Marlene S. and Ray P. Jones... who have waited so long to see me finally work up to my full potential. IV ACKNOWLEDGEMENTS Having begun my academic career in the natural sciences, I know only too well what it is like to be educated under an adversarial model. It is for that reason I especially appreciate the contrasting experience I have had with mentors who take an alternative approach using a generative model of pedagogy. Before she died, Patricia Blosser germinated those first seeds of my desire to become an equity educator. Stanley Helgeson stepped in to take away the sting of academic orphanhood and plant the confidence that has taken me beyond Ohio State. With the unflagging moral support and encouragement of Patti Brosnan, I branched into the realm of integrated Math/Science Education, developing the firm conviction that this strategy holds tremendous potential for reaching students who are educationally marginalized. David Horn fertilized my interest in Cultural Studies of Science, challenging me to have the courage the dwell on the bridge between disparate discourse communities and harvest knowledge from interdisciplinary sources. It was my dissertation supervisor, Nancy Chism, who took the crucial role as cultivator of my academic individualism. With her carefiil pruning, I have been allowed grow in my own direction, moving beyond the constraints of my positivist roots into the fi'eedom and challenges of this postmodern experience. The depths of their collective wisdom was like a nutrient base for my intellectual development. My aspiration is to grow into being an educator who can do the same for my students. VITA April 6, 1955 Bom - New London, Connecticut 1977 A.B. Biological Sciences, Mount Holyoke College 1978 Student Apprentice Moat House, Benenden, Kent, England 1978-1980 Science Teacher The Grier School, Tyrone, Pennsylvania 1980-1981 Professional Intern M^llerup Gods, Ronde, Denmark 1983 M S. Animal Science, University o f New Hampshire 1983-1985 Research Assistant Department of Animal Science Louisiana State University 1985-1996 Biological Scientist Department of Dairy/Animal Science The Ohio State University 1995 M.A. Science Education, The Ohio State University 1996-1997 Science Educator College of Agriculture and College of Education The Ohio State University PUBLICATIONS Educational Research Jones, L.S. (1997). Opening doors with informal science: Exposure and access for our underserved students. Science Education. 81 (6), (In press). VI Scientific Research Jones, L.S., Ottobre, J.S., & Pate, J.L. (1992). Progesterone regulation of LH receptors on bovine luteal cells. Molecular and Cellular Endocrinology. 85. 33-39. Bemdtson, W.E., & Jones, L.S. (1989). Relationship of intratesticular content of stallions to age, spermatogenesis, Sertoli cell distribution and germ cell-Sertoli cell ratios. Journal of Reproduction and Fertility. 85. 511-518. Thompson, D.L., McNeill, D R., Weist, J.J., St.George, R.L., Jones, L.S., & Garza, F. (1987). Secretion of LH and FSH in intact and ovariectomized mares in summer and winter. Journal of Animal Science 64. 247-253. Garza, F., Thompson, D.L., French, D.D., Weist, J.J., St George, R.L., Ashley, K.B., Jones, L.S., Mitchell, P.S., & McNeill, D R. (1986). Active immunization of intact mares against GnRH; Differential effects of secretion of LH and FSH. Biology of Reproduction. 35. 347-352. Jones, L.S., & Bemdtson, W.E. (1986). A quantitative study of Sertoli cell and germ cell populations as related to sexual development and aging in the stallion. Biology of Reproduction. 35. 138-148. Thompson, D.L., Southern, L.L., St.George, R.L., Jones, L.S., & Garza, F. (1985). Active immunization of prepubertal boars against testosterone: testicular and endocrine responses at 14 months of age. Journal of Animal Science. 61. 1498-1504. Thompson, D.L., St George, R.L., Jones, L.S., & Garza, F. (1985). Patterns of secretion of LH, FSH, and testosterone in stallions during the summer and winter. Journal of Animal Science. 60. 74-748. FIELDS OF STUDY Major Field: Education Program Area: Mathematics, Science, and Technology Education Studies in educational equity, integration of mathematics and science, cultural studies of science, and qualitative research methodology. Scientific background in reproductive physiology, cellular endocrinology, and equine science. Vll TABLE OF CONTENTS Abstract ü Dedication iv Acknowledgements v Vita vi Chapters: 1. The Persisting Enigma... I 2. Precedent Discourse... 12 Narratives Nature Nurture Niche 3. Strategy for Inquiry... 27 Theoretical Premise Personal Standpoint Participant Scientists Interpretive Moves Integrit) Issues 4. Individual Representations... 59 Traditional Scientists Men. but of Color Gendered DiflFerence