Differences Within: A Comparative Analysis of Women in the Physical Sciences-Motivation and Background Factors
Author:
Dabney, Katherine Patricia Traudel, Curry School of Education, University of Virginia
Dabney, Katherine Patricia Traudel, Curry School of Education, University of Virginia
Advisors:
Robert, Curry School of Education, University of Virginia
Chiu, Jennifer, Curry School of Education
Konold, Timothy, Curry School of Education, University of Virginia
Wathington, Heather, Curry School of Education, University of Virginia
Robert, Curry School of Education, University of Virginia
Chiu, Jennifer, Curry School of Education
Konold, Timothy, Curry School of Education, University of Virginia
Wathington, Heather, Curry School of Education, University of Virginia
Abstract:
Science, technology, engineering, and mathematics (STEM) education has become a critical focus in the United States due to economic concerns and public policy (National Academy of Sciences, 2007; U.S. Department of Education, 2006). Part of this focus has been an emphasis on encouraging and evaluating career choice and persistence factors among underrepresented groups such as females in the physical sciences (Hill et al., 2010; National Academy of Sciences, 2007). The majority of existing STEM research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences.
Note: Abstract extracted from PDF text
Degree:
PHD (Doctor of Philosophy)
PHD (Doctor of Philosophy)
Keywords:
STEM, STEM careers, females
STEM, STEM careers, females
Language:
English
English
Rights:
All rights reserved (no additional license for public reuse)
All rights reserved (no additional license for public reuse)
Issued Date:
2012/05/01
2012/05/01
