Exploring how gender figures the identity trajectories of two doctoral students in observational astrophysics

Gonsalves, Allison J.

doi:10.1103/physrevphyseducres.14.010146

Cited by 21 publications

(25 citation statements)

References 40 publications

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“…Coupled with this uncertainty was a "stigma" around pursuing non-research-intensive university positions, which Kate identified as an issue that the field was starting to recognize and address at professional conferences. This same concern has been seen in other astronomy education literature focused on graduate education [51]. Gonsalves [27,51] similarly found that two women astrophysics Ph.D.s found their own pathways to success by focusing less on research and building their identities through teaching.…”

Section: B Career Goals: Pathways Into Varying Definitions Of Successsupporting

confidence: 66%

“…Problematically, the bulk of this work has been done within the gender gap paradigm, that compares women to men while making the underlying assumption that men are the norm to which women need to be compared [22,23]. Almost no work has been done specifically focusing on women in astronomy [24][25][26][27].…”

Section: A Women In Physics (And Astronomy)mentioning

confidence: 99%

“…More recent research by the authors of this paper and others has not focused on gaps, but rather on the individual standpoints of women, to gain knowledge about their experiences and suggest policy changes [24][25][26][27][28][29][30][31]. The research presented below uses the same dataset as earlier papers by the authors [24][25][26].…”

Section: A Women In Physics (And Astronomy)mentioning

confidence: 99%

“…Teaching at liberal arts colleges and doing research on the side while working with students seems like an acceptable career choice to some of these women, but they know that choice carries stigma. Comparatively, this was a similar career path that fulfilled the lives of two women astrophysics Ph.D.s in Canada [51]. For others, like Bishi, the idea that only certain areas of focus are considered worthwhile subject areas is problematic, since there are valid scientific questions to be answered through pursuit of knowledge in many areas which, for some reason, have been deemed unacceptable for graduate work.…”

Section: B Career Goals: Pathways Into Varying Definitions Of Successmentioning

confidence: 99%

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Educational supports and career goals of five women in a graduate astronomy program

Barthelemy

McCormick

Henderson

et al. 2020

Phys. Rev. Phys. Educ. Res.

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The topic of women in graduate education has been central to many calls for action in increasing diversity and inclusion in science, technology, engineering, and mathematics. The field of physics has been particularly resistant to change in the significant overrepresentation of men, while also being similar to the field of astronomy which has a higher overall representation of women than many other physical sciences. Little research has been done in the field of astronomy to better understand how women can be supported in other physical sciences. This paper presents an analysis of five women students in a U.S. astronomy graduate program. The results indicate the women in this study relied on student-student collaboration to succeed through their coursework and exams, while faculty and post-doctorate support were critical for their research perseverance. Furthermore, the career goals of these successful students indicate the importance of considering multiple life goals in determining a student's pathway, and potentially suggests that the way faculty careers progress needs to be reconsidered if the field wants more diverse faculty and role models.

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Section: B Career Goals: Pathways Into Varying Definitions Of Successsupporting

confidence: 66%

Section: A Women In Physics (And Astronomy)mentioning

confidence: 99%

Section: A Women In Physics (And Astronomy)mentioning

confidence: 99%

Section: B Career Goals: Pathways Into Varying Definitions Of Successmentioning

confidence: 99%

See 2 more Smart Citations

Educational supports and career goals of five women in a graduate astronomy program

Barthelemy

McCormick

Henderson

et al. 2020

Phys. Rev. Phys. Educ. Res.

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“…This Focused Collection offers the AER community ideas for productive lines of research. Multiple authors recommended future research around how to design and use visualizations and representations to support learning in astronomy [4,11,12]. Other authors highlighted methodological challenges that need to be addressed to make progress on pressing questions in astronomy education research.…”

mentioning

confidence: 99%

Editorial: Focused Collection: Astronomy Education Research

Bailey

Plummer

2018

Phys. Rev. Phys. Educ. Res.

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“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

2022

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Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate in disciplinary practices. However, like any other natural science discipline, higher education biology is a world whose landscapes are shaped by (re)productions of historical, cultural, and social norms. We explore these norms through the lens of identity, asking what identities are recognized by university biology teachers at a large Swedish university, analyzing 94 teaching statements written when applying for faculty positions in biology. We argue that in and through teaching statements, university biology teachers negotiate and perform overarching academic and disciplinary norms and discourses with the goal to present themselves as intelligible candidates. As statements of value, they thereby display implicit and explicit identities recognized in worlds of higher education biology. Using a discourse analytical framework, we identified two university teacher identities imagined as intelligible: Research Science Teachers and Facilitating Science Teachers.Research Science Teachers position research and associated masculine-coded competences as anchor points

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Exploring how gender figures the identity trajectories of two doctoral students in observational astrophysics

Cited by 21 publications

References 40 publications

Educational supports and career goals of five women in a graduate astronomy program

Educational supports and career goals of five women in a graduate astronomy program

Editorial: Focused Collection: Astronomy Education Research

“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology

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