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Journal of Women and Minorities in Science and Engineering

Published 6 issues per year

ISSN Print: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

"RESPECT ME FOR MY SCIENCE": A BOURDIEUIAN ANALYSIS OF WOMEN SCIENTISTS' INTERACTIONS WITH FACULTY AND SOCIALIZATION INTO SCIENCE

Volume 21, Issue 2, 2015, pp. 159-179
DOI: 10.1615/JWomenMinorScienEng.2015011143
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ABSTRACT

Disparities in representation in the professoriate and recent research suggest that women continue to face challenges throughout their training. This study examines a specific aspect of scientific training− interactions with faculty−due to their role in socializing students into academic norms and values which can promote retention and success in science. While studies have highlighted the importance of faculty relationships in socialization, few studies have done so using a Bourdieuian framework (social capital, cultural capital, habitus, and field) or simultaneously addressed postdoctoral and graduate training experiences. This study uses Bourdieuian tools to frame an analysis of focus group data collected from 23 women who have completed PhDs in the biomedical sciences, focusing on how their relationships with faculty throughout their training experiences inform them about what it means to be a scientist, their alignment with these norms, and their access to important resources (social and cultural capital). Findings suggest that faculty interactions often suggested to women or led them to surmise that academic norms and values conflicted with their own as women. Further, women described negative and marginalizing interactions as limiting their access to important resources key to advancement in science.

CITED BY
  1. Hokanson Sarah C., Goldberg Bennett B., Proactive Postdoc Mentoring, in The Postdoc Landscape, 2018. Crossref

  2. Gonzales Leslie D., Subverting and Minding Boundaries: The Intellectual Work of Women, The Journal of Higher Education, 89, 5, 2018. Crossref

  3. Wilson Marenda A., DePass Anthony L., Bean Andrew J., Dolan Erin L., Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students, CBE—Life Sciences Education, 17, 2, 2018. Crossref

  4. Aikens Melissa L., Robertson Melissa M., Sadselia Sona, Watkins Keiana, Evans Mara, Runyon Christopher R., Eby Lillian T., Dolan Erin L., Herrera Jose, Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes, CBE—Life Sciences Education, 16, 2, 2017. Crossref

  5. Thompson Jennifer Jo, Jensen-Ryan Danielle, Schinske, Jeff, Becoming a “Science Person”: Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research, CBE—Life Sciences Education, 17, 4, 2018. Crossref

  6. Núñez Anne-Marie, Rivera Jessica, Hallmark Tyler, Applying an intersectionality lens to expand equity in the geosciences, Journal of Geoscience Education, 68, 2, 2020. Crossref

  7. Griffin Kimberly A., Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate, in Higher Education: Handbook of Theory and Research, 35, 2020. Crossref

  8. Jeong Soojeong, Blaney Jennifer M., Feldon David F., Braun Derek, Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis, CBE—Life Sciences Education, 18, 4, 2019. Crossref

  9. Griffin Kimberly A., Baker Vicki L., O’Meara KerryAnn, Doing, Caring, and Being: “Good” Mentoring and Its Role in the Socialization of Graduate Students of Color in STEM, in Socialization in Higher Education and the Early Career, 7, 2020. Crossref

  10. Griffin Kimberly A., Institutional Barriers, Strategies, and Benefits to Increasing the Representation of Women and Men of Color in the Professoriate, in Higher Education: Handbook of Theory and Research, 35, 2020. Crossref

  11. Champion Dionne N., Tucker-Raymond Eli, Millner Amon, Gravel Brian, Wright Christopher G., Likely Rasheda, Allen-Handy Ayana, Dandridge Tikyna M., (Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies, Information and Learning Sciences, 121, 9/10, 2020. Crossref

  12. Ashby Michael T., Maher Michelle A., Consensus, Division, and the Future of Graduate Education in the Chemical Sciences, Journal of Chemical Education, 96, 2, 2019. Crossref

  13. Wofford Annie M., Griffin Kimberly A., Roksa Josipa, Unequal expectations: First-generation and continuing-generation students’ anticipated relationships with doctoral advisors in STEM, Higher Education, 82, 5, 2021. Crossref

  14. Niewoehner‐Green Jera E., Rodriguez Mary T., McLain Summer R., The Gendered Spaces and Experiences of Female Faculty in Colleges of Agriculture*, Rural Sociology, 87, 2, 2022. Crossref

  15. Daley Antony E., Mentorship and Leadership Development: An Analysis of 2 Timothy 1, in Biblical Organizational Spirituality, 2022. Crossref

Forthcoming Articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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