College Admissions Viewbooks and the Grammar of Gender, Race, and STEM

Autor/inn/en	Osei-Kofi, Nana; Torres, Lisette E.
Titel	College Admissions Viewbooks and the Grammar of Gender, Race, and STEM
Quelle	In: Cultural Studies of Science Education, 10 (2015) 2, S.527-544 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-014-9656-2
Schlagwörter	College Admission; STEM Education; Gender Differences; Females; Minority Group Students; Disproportionate Representation; Race; Undergraduate Students; Power Structure; Employment; Labor Force Development; Marketing; School Catalogs; Student School Relationship; Student Recruitment + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; STEM; Geschlechterkonflikt; Weibliches Geschlecht; Rasse; Abstammung; Dienstverhältnis; Arbeitskräftebestand; Schulprogramm; Schüler-Lehrer-Beziehung
Abstract	Numerous reports on the US economy argue that American higher education institutions must prepare a greater number of workers for employment in science, technology, engineering, and math (STEM), in order for the US to remain globally competitive. To do so, addressing the underrepresentation of women and people of color who pursue degrees in STEM is viewed as critical. In this study we examine one of the most widespread marketing tools used by institutions of higher education to attract prospective students, the admissions viewbook. Specifically, we provide an analysis of the ways in which gender and race are situated in representations of undergraduate STEM education. Our findings, based on a critical and visual textual analysis of 20 viewbooks, suggest that viewbooks convey strong messages concerning race, gender, and issues of belonging, hierarchy, power, and privilege in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01