Literaturnachweis - Detailanzeige
Autor/inn/en | Maji, Sucharita; Mitra, Sharmili; Asthana, Manish Kumar |
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Titel | 'Treading the No Woman's Land': The Gender-STEM Dynamics in Higher Education in Premier Institutions of India |
Quelle | In: European Journal of Engineering Education, 48 (2023) 3, S.422-447 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0304-3797 |
DOI | 10.1080/03043797.2023.2168518 |
Schlagwörter | Foreign Countries; STEM Education; Womens Education; Higher Education; Gender Bias; Career Choice; Scientific Research; Laboratories; Postdoctoral Education; Doctoral Students; Student Interests; Self Efficacy; Parent Influence; Role Models; Sex Stereotypes; Interaction; Females; Context Effect; Sexual Identity; India Ausland; STEM; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterstereotyp; Laboratory; Laboratorium; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Identifikationsfigur; Interaktion; Weibliches Geschlecht; Geschlechtsidentität; Sexuelle Identität; Indien |
Abstract | The gender dimension of Science, Technology, Engineering and Mathematics (STEM) has intrigued social scientists for a long time. Although in India, women's entry to STEM higher education has been improving over the last few decades, the reality of premier institutions remains broadly unaltered. The current qualitative research was an attempt: (a) to explore the career-selection-related decision-making, (b) to detect whether gendered processes are evident in STEM research laboratories, and (c) to explore the psychological effects of gendered processes among female doctoral/postdoctoral researchers. This qualitative study relied on in-depth interviews with twenty female STEM academics pursuing doctoral or postdoctoral research in ten premier Indian institutions. A hybrid of theoretical and inductive thematic analysis has been used to analyse the qualitative data. The results revealed that the combination of individual (interest and self-efficacy) and contextual factors (parental support and role models) had impacted the researchers' decision to select and pursue higher studies in STEM. Furthermore, the current research shows that higher studies in STEM are characterised by the four defining features of gendering, i.e., gendered division of labour, gendered symbols, gendered identity, and gendered interactions (Acker, 1990). Gendering in STEM has led to self-doubt and diminished sense of belonging among the researchers. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |