Science as a Classed and Gendered Endeavor: Persistence of Two White Female First-Generation College Students within an Undergraduate Science Context.
Science as a Classed and Gendered Endeavor: Persistence of Two White Female First-Generation College Students within an Undergraduate Science Context.
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科学作为一种分类和性别的努力：两名第一代白人女大学生在本科科学背景下的坚持。
DOI：
10.1002/tea.21087
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发表时间：
2013
影响因子：
4.6
通讯作者：
Julie M. Kittleson
中科院分区：
文献类型：
--
作者：
Rachel E. Wilson;Julie M. Kittleson
由于高校的目标是扩大本科学生的多样性，研究人员考虑的一个群体是第一代学生，即父母没有接受过大学教育的学生。这里报告的研究涉及第一代大学生的学习学科（如生物学）及其对他们坚持不懈的影响。探索女性、低收入、第一代大学生如何评估他们在本科科学学习环境中的坚持性，有助于理解性别和社会阶层如何影响STEM领域的坚持性。两位低收入的白人女性第一代大学生在大学最后一年接受了采访。使用恒定的比较编码方法和Ricoeur的(Ricoeur[1984]时间和叙事，第一卷（K. McLaughlin & D. Pellauer，译）。芝加哥，伊利诺斯州：芝加哥大学出版社)对叙事结构的描述，共同的紧张关系被确定为与参与者对本科科学的竞争性描述有关。这些与持久性相关的紧张关系是：(1)在课堂和实验室中的不同经历，(2)管理工作、学习和维持家庭关系的时间，以及(3)权衡个人（家庭）优先事项与实现与科学相关的职业目标所需的较长时间。这些紧张关系描绘了传统的本科科学学习环境，关注个人和抽象知识，将女性低收入学生定位为“学术非竞争对手”，因为亲属关系和身体技能在她们的文化背景中的重要性(Lareau[2002]美国社会学评论67(5),747-776；[2003]不平等的童年：阶级、种族和家庭生活。伯克利：加州大学出版社)。参与者的经验支持，通过改革传统的讲座和实验室本科科学课程，促进学生合作学习小组和讲座与实践活动的结合，可以在一定程度上减轻在科学环境中取得成功所需的性别和阶级期望。©2013 Wiley期刊公司中国科学教育学报（英文版），2013
As colleges and universities aim for greater diversity in their undergraduate populations, one population researchers consider is first-generation students, or students whose parents do not have a college education. The research reported here addresses first-generation college students' discipline of study (e.g., biology) and its impact on their persistence. Exploring how female, low-income, first-generation college students evaluate their persistence within undergraduate science learning environments contributes to understanding how gender and social class influence persistence in STEM fields. Two White, female, low-income, first-generation college students were interviewed during their last year in college. Using constant comparative coding methods and Ricoeur's (Ricoeur [1984] Time and narrative, Volume I (K. McLaughlin & D. Pellauer, Trans.). Chicago, IL: The University of Chicago Press) description of narrative construction, common tensions were identified related to participants' descriptions of undergraduate science as competitive. These persistence-related tensions are (1) differing experiences in lecture and lab, (2) managing time to work, study, and maintain family relationships, and (3) weighing their personal (family) priorities against the longer time it would take them to reach their science-related career goals. These tensions depict a traditional undergraduate science learning environment focused on individuals and abstract knowledge that positions female lower-income students as “academic non-competitors” because of the importance of kinship ties and physical skills in their cultural background (Lareau [2002] American Sociological Review 67(5), 747–776; Lareau [2003] Unequal childhoods: Class, race, and family life. Berkeley: University of California Press). The participants' experiences support that the gendered and classed expectations needed to succeed in a science environment could be somewhat alleviated through reforms to traditional lecture and laboratory undergraduate science courses that promote cooperative student learning groups and integration of lecture with hands-on activities. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 802–825, 2013