ATTENTION: The works hosted here are being migrated to a new repository that will consolidate resources, improve discoverability, and better show UTA's research impact on the global community. We will update authors as the migration progresses. Please see MavMatrix for more information.
Show simple item record
dc.contributor.author | Sparks, David M. | |
dc.date.accessioned | 2018-09-13T21:45:34Z | |
dc.date.available | 2018-09-13T21:45:34Z | |
dc.date.issued | 2018-03-01 | |
dc.identifier.citation | Published in the Journal of Science Teacher Education, 29(3): 243-261, 2018 | en_US |
dc.identifier.uri | http://hdl.handle.net/10106/27529 | |
dc.description.abstract | **Please note that the full text is embargoed** ABSTRACT: A group of 3 African American female preservice science and science teaching students majoring in a field of science, technology, engineering, or mathematics (STEM) participated in a qualitative research study to share their experiences in STEM, reasons for their choice of major, obstacles and challenges, instances of racism or sexism, and their identity development. The students participated in semistructured, face-to-face interviews. The results showed that the females were not discouraged by their underrepresentation; were confident in their abilities; and expressed wide variation in their identity development related to race, gender, and field of study. Future studies should seek deeper insights into how STEM college student identities are developed and solidified in the predominantly White and male STEM culture. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Taylor & Francis Online | en_US |
dc.subject | African American women | en_US |
dc.subject | Feminism | en_US |
dc.subject | STEM -- students -- women | en_US |
dc.title | The Process of Becoming: Identity Development of African American Female Science and Mathematics Preservice Teachers | en_US |
dc.type | Article | en_US |
dc.description.version | Pre-print | en_US |
dc.publisher.department | Department of Curriculum and Instruction , The University of Texas at Arlington | en_US |
dc.identifier.externalLinkDescription | The original publication is available at Article DOI | en_US |
dc.identifier.doi | 10.1080/1046560X.2018.1436359 | en_US |
Files in this item
- Name:
- ASTE2017editedv4.pdf
- Size:
- 121.7Kb
- Format:
- PDF
- Description:
- PDF
This item appears in the following Collection(s)
Show simple item record