Interlocking Struggles, Interwoven Success: College and Career Pathways for Women of Color in STEM and Healthcare

Autor/in	Cobian, Krystle Palma
Titel	Interlocking Struggles, Interwoven Success: College and Career Pathways for Women of Color in STEM and Healthcare
Quelle	(2019), (216 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-9694-3
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Females; Minority Group Students; Filipino Americans; College Graduates; Health Occupations; Higher Education; Education Work Relationship; Science Careers; Career Development; Student Experience; Employed Women; Student Attitudes; Career Change; Economic Climate; Race; Racial Bias; Socioeconomic Status; Gender Bias; Disadvantaged; Career Choice; Graduate Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Weibliches Geschlecht; Philippines; Filipino; United States; Inhabitant; People; Philippinen; Philippiner; USA; Einwohner; Bewohner; Hochschulabsolvent; Hochschulabsolventin; Gesundheitsberuf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsentwicklung; Studienerfahrung; 'Female employment; Women''s employment'; Frauenbeschäftigung; Schülerverhalten; Career changes; Berufswechsel; Wirtschaftslage; Rasse; Abstammung; Racial discrimination; Rassismus; Socio-economic status; Sozioökonomischer Status; Geschlechterstereotyp; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	With more women of color (WOC) aspiring to study science, technology, engineering, mathematics, and healthcare (STEMH), colleges and universities serve as a critical environment for preparing and supporting successful transitions from earning a STEMH degree through participation in the STEMH workforce. I use a three-article format to examine the college and career pathways of WOC STEMH graduates (2006-2010), including those who were in graduate study or gainfully employed in the STEMH workforce. All three studies center WOC experiences and intersectionality. The first article uses longitudinal data to examine high school, college, and post-baccalaureate attitudes, opinions, and experiences of 427 WOC STEMH bachelor's degree holders to predict a three category outcome: whether a WOC entered a healthcare-related pathway, a STEM-specific pathway, or left STEMH. The second study aims to advance Quantitative Critical Methodology (QuantCrit) by using a mixed methods design to examine how race, class, gender, and sociohistorical context of the 2008 economic recession shaped career outcomes for STEMH bachelor's degree holders who entered college in 2004. The third study involves interviews with seven Filipina American women working or attending graduate school in a STEMH field to show how sociohistorical context is key in capturing the full picture of how WOC in STEMH make career decisions. Together, these studies expand understandings of intersectionality as a theoretical lens to reveal individual and structural forms of oppression, advance QuantCrit methodology and the application of intersectionality in research methods, and provide new knowledge about the role of higher education institutions in facilitating or stalling WOC's STEMH career pathways. Findings of the three studies have implications for academic leaders and recommend changes that can reduce attrition of WOC as they navigate college and career decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01