To Iron or to Do Science: A Storied Life of a Latina from Scientist to Science Teacher

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Autor/in	Hoy, Sarida P.
Titel	To Iron or to Do Science: A Storied Life of a Latina from Scientist to Science Teacher
Quelle	(2009), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Georgia State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-4818-5
Schlagwörter	Hochschulschrift; Dissertation; Science Education; Access to Education; Equal Education; Science Teachers; Teacher Role; Cultural Awareness; Career Change; Research; Scientists; Secondary School Science; Secondary School Teachers; Feminism; Theories; Experience; Context Effect; Hispanic Americans; Females; Interviews; Journal Writing; Reflection; Family Work Relationship; Scientific Enterprise; Science Laboratories; Data Analysis; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Naturwissenschaftliche Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Cultural identity; Kulturelle Identität; Career changes; Berufswechsel; Forschung; Scientist; Wissenschaftler; Feminismus; Theory; Theorie; Erfahrung; Hispanic; Hispanoamerikaner; Weibliches Geschlecht; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Auswertung; Soziokulturelle Theorie
Abstract	Reform initiatives such as "Science for All Americans" (AAA, 1989) and "National Science Education Standards" (NRC, 1996) argue for making science accessible to all children regardless of age, sex, cultural and/or ethic background, and disabilities. One of the most popular and prevailing phrases highlighting science education reform in the last decade has been "science for all." In terms of making science accessible to all, science educators argue that one role of science teachers ought to be to embrace students' experiences outside of the science classroom by becoming aware and inclusive of the cultural resources that student's households contain. Moll, Gonzalez and Amanti (1992) termed these cultural resources as "funds of knowledge" which refer to culturally developed bodies of knowledge and skills essential for household well being. This study examined the career transition of a former Latina scientist from a research scientist to a high school science teacher. Her lived experiences that influenced her career transition were examined using interpretive biography through a feminist theory lens. The following question guided the study: How have the lived experiences of the participant as engaged through cultural, historical, and social interactions influenced a transition in career from a research scientist to a classroom teacher? A former Latina scientist and her family participated in this study to facilitate the documentation, narration, and interpretation of her career transition. The researcher immersed herself in the field for five months and data collection included in-depth interviews with the participant and her family. In addition, the researcher kept a reflexive journal. Data were analyzed using socio-cultural thematic approach to identify snapshots and to develop emergent themes. Data analysis revealed that the participant's cultural socialization conflicted with the Eurocentric/Androcentric culture of science found in both the university and research laboratories. Consequently the participant's strong need to have a family was a powerful contributor to her selection of teaching as a second career. The participant's lived experiences emphasized a need to explore the impact and interaction of ethnicity and gender in the myopic science culture that has left women and people of other cultures at the doorsteps of the scientific enterprise. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10