Hidden Currents in the STEM Pipeline: Insights from the Dyschronous Life Episodes of a Minority Female STEM Teacher

Autor/in	Teo, Tang Wee
Titel	Hidden Currents in the STEM Pipeline: Insights from the Dyschronous Life Episodes of a Minority Female STEM Teacher
Quelle	In: Theory Into Practice, 53 (2014) 1, S.48-54 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.862122
Schlagwörter	STEM Education; Minority Group Teachers; Women Faculty; Females; Interviews; Hispanic Americans; Racial Bias; Gender Bias; High Schools; Science Teachers; Secondary School Teachers; Teaching Conditions; Social Attitudes; Stereotypes; Social Mobility; Social Change + Suchen Sie Ihr Suchwort? STEM; Frauenakademie; Weibliche Gelehrte; Weibliches Geschlecht; Interviewing; Interviewtechnik; Hispanic; Hispanoamerikaner; Racial discrimination; Rassismus; Geschlechterstereotyp; High school; Oberschule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Social attidude; Soziale Einstellung; Klischee; Soziale Mobilität; Sozialer Wandel
Abstract	In this article, I use the idea of "dyschrony" to describe the multiple disjunctures experienced in a Hispanic woman's life as she struggled to gain full membership in the STEM (science, technology, engineering, and mathematics) community. Despite having earned a doctoral degree in chemistry and a teaching position in a STEM school, she was cognizant of how gender and race had marginalized her and her minority female students, making them feel like "border members" of the STEM community. She had formed a solidarity group within the STEM school. As I apply the construct of "dyschrony" to analyze the in-depth interviews with the teacher, I illuminate tensions in the STEM pipeline and suggest that one should be critical about the promise of social mobility. The forming of solidarity groups may contribute to positive experiences of minority girls in STEM schools. Dyschrony may be used as a helpful analytic construct to unpack the forces contributing to minority women's struggles in STEM fields and understand why they might leave. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10