This study examines what four case study participants identify as important in their science, technology, engineering and mathematics (STEM) education and careers. These experiences represent both formal and informal scenarios from many disciplines and ages. Participants collected digital images, captioned them and completed an interview. From the data, a Contextual Critical Junctures framework was developed and five Contextual Critical Junctures are discussed. The results suggest an interconnectedness between experiences, contexts and relationships that provide more depth to STEM and gender equity research.
|Advisor:||Verma, Geeta, Wee, Bryan|
|Commitee:||Davis, Alan, Galindo, Rene|
|School:||University of Colorado at Denver|
|Department:||Educational Studies and Research|
|School Location:||United States -- Colorado|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Science education, Gender studies|
|Keywords:||Education, Equity, Gender, Policy, STEM, Science|
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