Authors illustrate the local struggles that young women of color at two high schools in the same school district engaged in to construct and maintain STEM-related identities in the context of their high school lives. In particular, authors focus on the local discourses and practices of the school learning environments within and against which four of the young women in the larger study engaged in STEM identity work.
Fighting for Desired Versions of a Future Self: How Young Women Negotiated STEM-Related Identities in the Discursive Landscape of Educational Opportunity
Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971-2011
This paper examines the level and determinants of students’ plans to major in engineering when entering college. (1) How has the gender gap in incoming college students’ intent to major in engineering changed over the past 4 decades? (2) What are the determinants of women’s and men’s decision to major in engineering versus all other fields? To what extent have these determinants and/or their salience changed over time for women and men? (3) To what extent is the gender gap in the selection of engineering due to (a) gender differences in attributes, versus (b) gender differences in the salience of these attributes? How has this changed over time?