By Sue V. Rosser
This quantity examines significant matters dealing with profitable girls in educational technology. In doing so, Sue Rosser outlines the persisting and transferring views of girls who've completed seniority and remained in academia over the past fifteen years via survey info from ladies who got POWRE awards from the NSF. a few facts means that finances cuts and an expanding reliance on expertise have impacted greater schooling and exacerbated gender concerns, yet earlier, little study has concentrated without delay at the lingering results of those changes.
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Additional resources for Academic Women in STEM Faculty: Views beyond a decade after POWRE
2012 respondent from 2000 cohort) Family responsibilities are assumed by women, and until the expectations change so that men see families as their responsibility, things won’t improve for women. And academic responsibilities do interfere with family life. The travel schedule is punishing. Academic life was invented by men, especially in CS, where there are conferences year round, and you are expected to appear at them to build a reputation. (2012 respondent from 2000 cohort) Category B: Problems Faced by Women Because of their Low Numbers and Stereotypes Held by Others Regarding Gender The major challenge I see is that the cutting edge science and engineering remain out of reach of the vast majority if not all women.
6 2012 c The alphabetic designations for Categories B and C have been exchanged, compared with earlier articles (Rosser and Zieseniss 2000), to present descending response percentages better reﬂect the response groupings. Speciﬁcally, Responses 10 and 12 (considered in Category D in Rosser and Zieseniss 2000) were moved to Category B. 8 2012 Means of responses Question 1: What are the most signiﬁcant issues/challenges/opportunities facing women scientists today as they plan their careers? 3 – 2012 % (continued ) – (5/30) (1/30) – (18/30) of responses 2 REVISITING POWRE AWARDEES AFTER A DECADE: CONTINUING ISSUES .
Recipients responded in their own words to these open-ended questions, usually in sentences, but sometimes in phrases or paragraphs, since no Likert Scale, multiple choice, or rank order options were given. This chapter focuses on the results provided during the 2011–12 academic year from the original respondents to the ﬁrst two questions to understand better their perceptions of the issues for academic women scientists some ten to ﬁfteen years after their initial responses. RESPONSE RATE The questionnaire was e-mailed to all of the awardees who responded to the initial (1997–2000) questionnaire for whom a valid e-mail could be found; this included a total of 329 individuals.
Academic Women in STEM Faculty: Views beyond a decade after POWRE by Sue V. Rosser