Margaret A. Eisenhart – författare
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4 produkter
4 produkter
214 kr
Skickas inom 5-8 vardagar
Offering a dramatic counterpoint to the findings that from elementary school through to college, women's interest in science steadily declines, and that "real science" only occurs in research and laboratory investigation, this text describes women engaged with science or engineering at the margins. In an innovative high school genetics class, a school-to-work internship for prospective engineers, an environmental action group and a nonprofit conservation agency, the authors found a high proportion of women who were successful at learning and using technical knowledge, and advancing in equal percentages to men. This text explores how women still had to pay a price, working outside traditional laboratories, receiving less financial compensation and little public prestige, unless they acted like male professionals.
771 kr
Skickas inom 5-8 vardagar
Is romance more important to women in college than grades are? Why do so many women enter college with strong academic backgrounds and firm career goals but leave with dramatically scaled-down ambitions? Dorothy C. Holland and Margaret A. Eisenhart expose a pervasive "culture of romance" on campus: a high-pressure peer system that propels women into a world where their attractiveness to men counts most.
262 kr
Skickas inom 5-8 vardagar
Is romance more important to women in college than grades are? Why do so many women enter college with strong academic backgrounds and firm career goals but leave with dramatically scaled-down ambitions? Dorothy C. Holland and Margaret A. Eisenhart expose a pervasive "culture of romance" on campus: a high-pressure peer system that propels women into a world where their attractiveness to men counts most.
STEM Education Reform in Urban High Schools
Opportunities, Constraints, Culture, and Outcomes
Häftad, Engelska, 2022
353 kr
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STEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education—and explores how schools can better support STEM learners.Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York.Margaret A. Eisenhart and Lois Weis follow the educational experiences of high-ability students from each school, tracking the students' high school-to-college-to-career trajectories. Through interviews with students, educators, and parents, as well as classroom and campus observations, the authors identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming—opportunity structures that are inequitable, erosion of program quality, and diversion of resources—as well as social and cultural constructs (the figured worlds of STEM) that exclude many minoritized students with potential for success from the STEM pipeline.On a broader scope, the book explores how and why STEM education reform efforts fail and succeed. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives.