What lies beneath: Theorizing women in S.T.E.M. intervention programs

Walker, Kimberly Shanee

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https://hdl.handle.net/2142/102785 Copy

Description

Title

What lies beneath: Theorizing women in S.T.E.M. intervention programs

Author(s)

Walker, Kimberly Shanee

Issue Date

2018-10-22

Director of Research (if dissertation) or Advisor (if thesis)

Hall, Jori N.

Doctoral Committee Chair(s)

Trent, Williams

Committee Member(s)

• Span, Christopher
• Greene, Jennifer

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educational Policy Studies

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Women, S.T.E.M, Intervention Programs, Program Theory

Abstract

As part of a larger research project, this multiple case study seeks to explore the efficacy of Women in S.T.E.M. intervention programs created to redress inequalities between men and women in S.T.E.M. majors. The programs selected for this study are considered strategic research sites because they (1) claim to have a positive effect on the outcome of women; (2) operate two-fold by highlighting the problem as conceived by organizers and sponsors, along with their cultural assumptions, while also providing the solutions to the problem assumed; and (3) demonstrate the two major ways of thinking about the underlying issue, which are from an individual and institutional level. This study provides a lens for examining program theory, program design based on a feminist-based research framework, program success and challenges using qualitative methods. After conducting individual and cross-case analysis using deductive and inductive theme analysis across three cases, nine themes were identified based on program theory, program design, successes and challenges that relate to the efficacy of Women in S.T.E.M. intervention programs. Lastly, the themes are discussed in a broader sense of their implications for practice, research, and theory.

Graduation Semester

2018-12

Type of Resource

text

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http://hdl.handle.net/2142/102785

Copyright and License Information

Copyright 2018 Kimberly Walker

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