Negotiating Conflicting Discourses. Female Students' Experiences in STEM Majors in an International University in Central Asia

Autor/inn/en	Almukhambetova, Ainur; Kuzhabekova, Aliya
Titel	Negotiating Conflicting Discourses. Female Students' Experiences in STEM Majors in an International University in Central Asia
Quelle	In: International Journal of Science Education, 43 (2021) 4, S.570-593 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almukhambetova, Ainur) ORCID (Kuzhabekova, Aliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1875150
Schlagwörter	STEM Education; Females; College Students; Gender Issues; Cultural Influences; College Faculty; Employers; Peer Influence; Parent Influence; Teacher Influence; Foreign Countries; Gender Bias; Sex Stereotypes; Sex Role; Theories; Student Experience; Coping; Student Characteristics; Majors (Students); Kazakhstan + Suchen Sie Ihr Suchwort? STEM; Weibliches Geschlecht; Collegestudent; Geschlechterfrage; Cultural influence; Kultureinfluss; Fakultät; Ausland; Geschlechterstereotyp; Geschlechterrolle; Theory; Theorie; Studienerfahrung; Bewältigung; Kasachstan
Abstract	The purpose of this study was to explore the experiences of female students enrolled in STEM majors in highly internationalised university to understand how the various sets of cultural gender-related expectations shape their experiences. We were interested in how different cultures existing within the university and outside the university influence the girls pursuing education in STEM majors and how they deal with the conflicting discourses in this unique context. It was identified in the study that three conflicting discourses and, subsequently, various actors -faculty, potential employers, peers, and parents shape young women's experiences in STEM education and career in contradicting ways. Such a clash between different values and influences results in girls' ambiguous understandings of their future careers as they progress in their studies. The results of the study offer some important insights into women's experiences in STEM education, which have significant implications for higher educational administrators, faculty, and policymakers in non-western and larger international contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01