Educational Histories of a Selected Group of Female Academic Biologists.

Autor/in	Scholer, Anne-Marie
Titel	Educational Histories of a Selected Group of Female Academic Biologists.
Quelle	(1993), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Biographical Inventories; Biology; Career Guidance; College Faculty; College Science; Females; Higher Education; Science Education; Scientists; Self Esteem; Sex Discrimination; Social Support Groups + Suchen Sie Ihr Suchwort? Biography; Biographies; Research; Biographie; Forschung; Biografieforschung; Biografische Methode; Biografisches Interview; Biologie; Berufsorientierung; Fakultät; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Scientist; Wissenschaftler; Self-esteem; Selbstaufmerksamkeit; Sex; Discrimination; Geschlecht; Diskriminierung; Social support; Soziale Unterstützung
Abstract	The number of women pursuing the sciences has improved since the 1970's. However, the attrition rate of females from college and graduate study of science still exceeds that of their male peers. This project uses qualitative methodology to explore the supports and coping methods which have enabled a selected group of female biologists to complete their training and to pursue an academic career. Twenty women were each interviewed once to collect educational and career histories, and to discuss sources of support and discouragements, coping methods and suggestions for improving the situation. Six subjects are new faculty, six are within two years of the tenure decision, and eight are well-established researchers. Family, peers, teachers, research advisors, and role models were cited as sources of support. Other sustaining influences are self-esteem and the rewards of teaching and experimental research. Sources of difficulty include the conflict of personal life and career, gender discrimination, the current funding crisis and the inherent frustrations of scientific research. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01