Female graduate students in atmospheric science explain what supports and challenges their persistence
Date
2013
Authors
Trott, Carlie D., author
Canetto, Silvia Sara, advisor
Aloise-Young, Patricia, advisor
Denning, A. Scott, committee member
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Abstract
Women are underrepresented in Atmospheric Science (ATS) higher education, particularly at the doctoral level (NSF, 2012c). The present study explored how female ATS graduate students explain their persistence in the field, with a focus on both supportive and challenging influences on persistence. In-depth, semi-structured interviews were conducted with 25 women in an ATS graduate program (11 doctoral and 14 Masters level students), their ages ranging from 22 to 30 (Mage = 25.13). Five interrelated thematic categories, comprised of positive and negative influences on persistence, were generated through the analyses: (1) academic self-confidence and academic self-doubt; (2) educational engagement and educational detachment, (3) supportive and undermining personal relationships; (4) motivating and discouraging professional relationships; and (5) supportive and undermining ATS academic/professional systems, expectations, and practices. Each of the main five themes is explained in relation to women's ATS persistence and is also examined through a 'gendered lens', offering critical insights into women's views and experiences by recognizing the impact of structural constraints. This study provides important new information on women in graduate ATS studies, with implications for the design of future research as well as programs aimed at supporting women's persistence in ATS higher education and careers.
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Rights Access
Subject
gender
career
education
persistence
science
women