TY - JOUR
T1 - Who am I versus who can I become? Exploring women’s science identities in STEM Ph.D. programs
AU - Szelényi, Katalin
AU - Bresonis, Kate
AU - Mars, Matthew M
N1 - Funding Information:
This research was supported by National Science Foundation Grants BNS 88-18611 and BNS 90-96263. Ralph Erber, Stanley B. Klein, David J. Schneider, Toni Wegner, and Richard M. Wenzlaff made important contributions to the development of ideas in this article and their help is deeply appreciated. Thanks are due to Michael Ross and Timothy D. Wilson for their perceptive comments on an earlier draft.
Publisher Copyright:
© 2016 Association for the Study of Higher Education. All Rights Reserved.
PY - 2016/9/1
Y1 - 2016/9/1
N2 - This article explores the science identities of 21 women STEM Ph.D. students at three research universities in the United States. Following a narrative approach, the findings depict five salient science identities, including those of a) academic, b) entrepreneurial, c) industrial, and d) policy scientist and e) scientist as community educator. Our study links the five science identities to epistemological approaches in knowledge creation and application and describes the ways in which women STEM doctoral students verified their identities in reaction to various social structures. Conclusions relate the concepts of identity confirmation, suppression, and flexibility to implications for policy and practice.
AB - This article explores the science identities of 21 women STEM Ph.D. students at three research universities in the United States. Following a narrative approach, the findings depict five salient science identities, including those of a) academic, b) entrepreneurial, c) industrial, and d) policy scientist and e) scientist as community educator. Our study links the five science identities to epistemological approaches in knowledge creation and application and describes the ways in which women STEM doctoral students verified their identities in reaction to various social structures. Conclusions relate the concepts of identity confirmation, suppression, and flexibility to implications for policy and practice.
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U2 - 10.1353/rhe.2016.0036
DO - 10.1353/rhe.2016.0036
M3 - Article
AN - SCOPUS:84988464941
SN - 0162-5748
VL - 40
SP - 1
EP - 31
JO - Review of Higher Education
JF - Review of Higher Education
IS - 1
ER -