Zur Herstellung epistemischer Autorität : eine wissenssoziologische Studie über die Physik an einer Elite-Universität in den USA
Titelübersetzung:Creation of epistemic authority : a study from the aspect of sociology of knowledge on physics at an elite university in the United States of America
Inhalt: "Die Autorin geht in diesem Buch sozialen Konstruktionsprozessen für die Herstellung einer auf Wissen beruhenden, das heißt epistemischen, Autorität am Beispiel der Physik nach. In der theoretischen Diskussion setzt sie sich mit Positionen der Science Studies und der Frauen- und Geschlechterforschung über die Physik auseinander und analysiert in einer empirischen Studie qualitative Interviews mit Doktorandinnen und Doktoranden der Physik an einer naturwissenschaftlich-technisch ausgerichteten Elite-Universität in den USA. Es wird aufgezeigt, wie epistemische Autorität mittels hierarchisch zueinander angeordneter Klassifikationen und Wissensterritorien etabliert und auf formalen, informellen und diskursiven Ebenen an einer lokalen Institution vermittelt wird." (Autorenreferat)
CEWS Kategorie:Geschlechterverhältnis, Naturwissenschaft und Technik
Dokumenttyp:Monographie
Retaining undergraduate women in science, engineering, and technology : a survey of a student organisation
Autor/in:
Wasburn, Mara H.; Miller, Susan G.
Quelle: Journal of college student retention, Vol. 6 (2004) No. 2, S. 155-168
Inhalt: "National Council for Research on Women finds that much of the progress that women
have made in science, engineering, and technology has stalled or eroded. As we enter
the new millennium, there will be an increasing need for a scientifically and technologically
literate workforce. A student organization, Women in Technology, was formed at Purdue
University-West Lafayette in 1998 in response to data indicating that there had been
no increase in the number of women enrolled in the University's School of Technology
over the past five years. Such data were consistent with those produced by national
studies indicating that the trend of increasing numbers of women enrolling in engineering,
science, and technology programs in American colleges and universities, established
in the preceding two decades, had ceased. The aim of Women in Technology was to attract
more women to the School, and reduce the attrition rate of women already in the program
by serving as a well-recognized, formal context in which they could receive mentoring
and in which they could find stable social support to help them achieve their academic
and career objectives. This article discusses an overview of the organization, the
results of a survey of members' undergraduate classroom experiences, student-generated
strategies for addressing the concerns revealed in the survey, and the implementation
of those strategies." (author's abstract)|
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 2, S. 161-177
Inhalt: "Women today constitute over half of the U.S. population and almost half of its overall workforce, yet they make up less than a quarter of the science and engineering workforce. Many historical and social factors contribute to this discrepancy, and numerous individual, institutional, and governmental attempts have been made to redress it. However, many of the efforts to promote, include, and engage girls and women in science, technology, engineering, and mathematics (STEM) education and professions have been made in isolation. At Kansas State University, the authors have begun a systemic effort to increase the participation of girls and women in STEM. This article describes the creation and initial activities of a network of partners that includes universities, school districts, corporations, governmental agencies, and nonprofit organizations, assembled under the aegis of a project supported by funding from the National Science Foundation." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Netzwerke und Organisationen
Dokumenttyp:Zeitschriftenaufsatz
Widening paths to success, improving the environment, and moving toward lessons learned from the experiences of Powre and CBL awardees
Autor/in:
Rosser, Sue V.; Daniels, Jane Z.
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 2, S. 131-148
Inhalt: "To better understand the barriers and discouragements encountered by female faculty members in science and engineering, this article compares the experience of National Science Foundation-funded Professional Opportunities for Women in Research and Education (POWRE) awardees and Clare Boothe Luce (CBL) Professorship recipients. Because most POWRE awardees work at research institutions, and many CBL professors teach at small liberal arts colleges, this study helps in understanding the experiences of female faculty members across a broad spectrum of academic settings. Their experiences suggest positive changes in institutional policies or practices to increase the satisfaction, retention, and success of female faculty members infields in which they are the least well represented. The retention of female faculty members becomes critical for attracting undergraduate students as they consider the wisdom of choosing careers in academia." (author's abstract)
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 4, S. 297-316
Inhalt: "This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Wissenschaft als Beruf
Dokumenttyp:Zeitschriftenaufsatz
The assessing women in engineering project : a model for sustainable and profitable collaboration
Autor/in:
Marra, Rose M.; Bogue, Barbara
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 3, S. 283-296
Inhalt: "Women in engineering (WIE) programs work to recruit and retain women in undergraduate engineering programs and are a crucial part of the nation's effort to attract more women into engineering professions. For WIE programs to be maximally effective, they must have access to validated assessment instruments for measuring the effectiveness of their recruitment and retention activities. The Assessing Women in Engineering (AWE) project, sponsored by the National Science Foundation, aims to develop such instruments. This article describes the AWE project's unique collaboration between a WIE director and an assessment professional to develop exportable assessment instruments and models for WIE programs nationwide, thus allowing them to assess their programs' activities and ultimately provide data for making well-informed evaluation decisions." (author's abstract)
CEWS Kategorie:Fördermaßnahmen, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Gender issues : women's participation in the sciences has increased, but agencies need to do more to ensure compliance with title IX
Autor/in:
Ashby, Cornelia M.
Quelle: United States Government Accountability Office; Washington, 2004. 55 S.
Inhalt: "Because of concerns about women's access to opportunities in the sciences, this report addresses: how the Department of Education (Education), Department of Energy (Energy), National Aeronautics and Space Administration (NASA), and National Science Foundation (NSF) ensure that federal grant recipient institutions comply with Title IX in math, engineering, and science; what data show about women's participation in these fields; and what promising practices exist to promote their participation. Researchers reviewed legislation and regulations to identify all areas of compliance relevant to each federal agency; interviewed officials at each agency; gathered documentation to identify agency activities to ensure compliance with Title IX; analyzed data from the Office of Civil Rights and the Equal Employment Opportunity Commission; gathered data and interviewed officials at the Department of Justice; visited seven research universities to interview officials, students, and faculty; analyzed national data from Education and NSF on women's participation and experiences in the sciences; reviewed literature about women in the sciences and challenges to preparing for and pursuing careers in the sciences; spoke with students and practitioners about promising practices to promote women's participation; reviewed documentation on how data were collected and performed electronic tests to look for missing or out-of-range values; and reviewed the methodology of studies and reports using generally accepted social sciences principles as the basis for understanding results. The four agencies had made efforts to ensure that grantees complied with Title IX in the sciences by performing several compliance activities (e.g., investigating complaints and providing technical assistance), although most had not conducted all required monitoring activities. Women's participation in the sciences has increased substantially in the last 3 decades, especially in the life sciences, such as biology. The proportion of women science students has grown, but to a lesser extent at the graduate level than the undergraduate level. Meanwhile, the proportion of faculty in the sciences who are women has also increased, but they still lag behind men faculty in terms of salary and rank. However, studies indicate that experience, work patterns, and education levels can largely explain these differences. Studies also suggest that discrimination may still affect women's choices and professional progress. Several examples of agencies and grantees that have instituted practices designed to foster greater women's participation in the sciences were found. While some of the practices are aimed at encouraging more women to pursue the sciences, others provide time off and fewer teaching duties so faculty can balance work and family life. Finally, a few practices seek to expand the recruiting pool for jobs in the sciences and make them more attractive to women. Seven appendixes include: study objectives, scope, and methodology; national laboratories and technical centers; legal events and cases involving Title IX; mathematics, engineering, and science grant programs funded by the four agencies; comparison of enrollment status; comparison of enrollment and degrees earned; and comments from Education." (author's abstract)
Improving the graduate school experience for women in mathematics : the EDGE program
Autor/in:
Bozeman, Sylvia T.; Hughes, Rhonda J.
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 3, S. 243-254
Inhalt: "For over a decade, Spelman College and Bryn Mawr College have collaborated on initiatives designed to increase the presence of women, with a special focus on women of color, in the upper ranks of mathematical science. The most recent initiative is the EDGE Program (Enhancing Diversity in Graduate Education), which addresses this challenge by attempting to decrease the loss of talent from U.S. graduate programs. To this end, the program provides structures that help women make successful transitions from undergraduate into graduate mathematics programs, redirect or refocus their ambitions when programs are inappropriate or unsuitable, and, ultimately, enable them to 'accumulate advantages' that will empower them and foster success in their careers. A broader goal of this program is to diversify the mathematics community by creating models for mathematics programs that allow people from all backgrounds and cultures to thrive, advance, and contribute to the profession." (author's abstract)