Graduate STEM-Based Agriculture Education and Women Agriculturalists: An Agency Perspective

Autor/inn/en	Mars, Matthew M.; Hart, Jeni
Titel	Graduate STEM-Based Agriculture Education and Women Agriculturalists: An Agency Perspective
Quelle	In: Journal of Agricultural Education, 58 (2017) 3, S.256-274 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Graduate Students; Females; Agricultural Education; STEM Education; Academic Aspiration; Occupational Aspiration; Student Experience; Student Attitudes; Agricultural Colleges; Land Grant Universities; Qualitative Research; Case Studies; Gender Bias; Influences; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Weibliches Geschlecht; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; STEM; Berufsneigung; Berufsziel; Studienerfahrung; Schülerverhalten; Landwirtschaftliche Fakultät; Landwirtschaftliche Hochschule; Qualitative Forschung; Case study; Fallstudie; Case Study; Geschlechterstereotyp; Influence; Einfluss; Einflussfaktor
Abstract	In this paper, we explored the academic and professional aspirations, experiences, and perspectives of 11 women pursuing graduate degrees based in the science, technology, engineering, and mathematics (STEM) fields within research-intensive agriculture colleges at three land grant research universities in the United States (U.S.). Using principles drawn from the theories of human agency (Bandura, 1989, 2001; Emirbayer & Mische, 1998; Locke, 1978; Lukes, 1973; Sewell, 1992; Terosky, Campbell, & O'Meara, 2014) and gendered organizations (Acker, 1990, 2012) as our conceptual guide, we explored the conditions and contexts that influence the academic experiences and professional trajectories of emergent women agriculturalists who are enrolled in STEM-based graduate programs. We were particularly attentive to how such experiences and trajectories aligned with agricultural environments that have been shown to be masculine (i.e., large-scale farming and agribusiness, STEM-based agricultural research, Extension). The study developed a deeper understanding of the institutionalized conditions that influence the participation and leadership of women in solving the agricultural problems that confront society and the human condition. Implications for graduate STEM-based agriculture education are discussed and recommendations for both practice and future research are proposed. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01