Dissertation/Thesis Abstract

Making the invisible visible: A qualitative study providing context of women's STEM experiences through visual representation
by Douglass, Helen Louise, Ph.D., University of Colorado at Denver, 2016, 153; 10194522
Abstract (Summary)

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.

Indexing (document details)
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
Publication Number: 10194522
ISBN: 978-1-369-47155-7
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