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Author: Maria Ong Publisher: Harvard Education Press ISBN: 1682537846 Category : Education Languages : en Pages : 326
Book Description
An incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance. In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. The Double Bind in Physics Education takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices. Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups. Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion.
Author: Maria Ong Publisher: Harvard Education Press ISBN: 1682537846 Category : Education Languages : en Pages : 326
Book Description
An incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance. In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. The Double Bind in Physics Education takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices. Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups. Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion.
Author: Maria Ong Publisher: Harvard Education Press ISBN: 9781682537831 Category : Languages : en Pages : 0
Book Description
An incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance. In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. The Double Bind in Physics Education takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices. Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups. Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion.
Author: Douglas B. Larkin Publisher: Routledge ISBN: 0429578490 Category : Education Languages : en Pages : 145
Book Description
As a distinctive voice in science education writing, Douglas Larkin provides a fresh perspective for science teachers who work to make real science accessible to all K-12 students. Through compelling anecdotes and vignettes, this book draws deeply on research to present a vision of successful and inspiring science teaching that builds upon the prior knowledge, experiences, and interests of students. With empathy for the challenges faced by contemporary science teachers, Teaching Science in Diverse Classrooms encourages teachers to embrace the intellectual task of engaging their students in learning science, and offers an abundance of examples of what high-quality science teaching for all students looks like. Divided into three sections, this book is a connected set of chapters around the central idea that the decisions made by good science teachers help light the way for their students along both familiar and unfamiliar pathways to understanding. The book addresses topics and issues that occur in the daily lives and career arcs of science teachers such as: • Aiming for culturally relevant science teaching • Eliciting and working with students’ ideas • Introducing discussion and debate • Reshaping school science with scientific practices • Viewing science teachers as science learners Grounded in the Next Generation Science Standards (NGSS), this is a perfect supplementary resource for both preservice and inservice teachers and teacher educators that addresses the intellectual challenges of teaching science in contemporary classrooms and models how to enact effective, reform
Author: Carla C. Johnson Publisher: Routledge ISBN: 0429664648 Category : Education Languages : en Pages : 648
Book Description
The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date.
Author: Barbara Polnick Publisher: IAP ISBN: 1648020992 Category : Education Languages : en Pages : 281
Book Description
Though there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
Author: Robert Evans Publisher: Springer ISBN: 9462095574 Category : Education Languages : en Pages : 225
Book Description
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.
Author: Peter Pericles Trifonas Publisher: Springer Nature ISBN: 3031211553 Category : Education Languages : en Pages : 1002
Book Description
Zusammenfassung: This Handbook paints a portrait of what the international field of curriculum entails in theory, research and practice. It represents the field accurately and comprehensively by preserving the individual voices of curriculum theorist, researchers and practitioners in relation to the ideas, rules, and principles that have evolved out of the history of curriculum as theory, research and practice dealing with specific and general issues. Due to its approach to both specific and general curriculum issues, the chapters in this volume vary with respect to scope. Some engage the purposes and politics of schooling in general. Others focus on particular topics such as evaluation, the use of instructional objectives, or curriculum integration. They illustrate recurrent themes and historical antecedents and the curricular debates arising from and grounded in epistemological traditions. Furthermore, the issues raised in the handbook cut across a variety of subject areas and levels of education and how curricular research and practice have developed over time. This includes the epistemological foundations of dominant ideas in the field around theory, research and practice that have led to marginalization based on race, class, gender, sexuality, ethnicity, age, religion, and ability. The book argues that basic curriculum issues extend well beyond schooling to include the concerns of anyone interested in how people come to acquire the knowledge, skills, and values that they do in relation to subjectivity and experience
Author: Kathleen Hall Jamieson Publisher: Oxford University Press, USA ISBN: 0195089405 Category : Political Science Languages : en Pages : 298
Book Description
A breakthrough account of how women can overcome the social binds that block their success. As Kathleen Hall Jamieson explores society's interlaced traps and restrictions, she draws on hundreds of interviews with women from all walks of life to show the ways they can cut through the restrictions.
Author: William Aspray Publisher: Springer ISBN: 3319248111 Category : Computers Languages : en Pages : 274
Book Description
This text examines in detail the issue of the underrepresentation of women, African Americans, American Indians, and Hispanics in the computing disciplines in the U.S. The work reviews the underlying causes, as well as the efforts of various nonprofit organizations to correct the situation, in order to both improve social equity and address the shortage of skilled workers in this area. Topics and features: presents a digest and historical overview of the relevant literature from a range of disciplines, including leading historical and social science sources; discusses the social and political factors that have affected the demographics of the workforce from the end of WWII to the present day; provides historical case studies on organizations that have sought to broaden participation in computing and the STEM disciplines; reviews the different approaches that have been applied to address underrepresentation, at the individual, system-wide, and pathway-focused level; profiles the colleges and universities that have been successful in opening up computer science or engineering to female students; describes the impact of individual change-agents as well as whole organizations.
Author: Hyun Kyoung Ro Publisher: Routledge ISBN: 1000426793 Category : Education Languages : en Pages : 201
Book Description
This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.
Author: Maria Ong
Author: Maria Ong
Author: Maria Ong
Author: Douglas B. Larkin
Author: Carla C. Johnson
Author: Barbara Polnick
Author: Robert Evans
Author: Peter Pericles Trifonas
Author: Kathleen Hall Jamieson
Author: William Aspray
Author: Hyun Kyoung Ro