2 options
Black and African American women postdocs in STEM : their experiences and career plans / Jonathan Robert Stark.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Stark, Jonathan Robert, author.
- Language:
- English
- Subjects (All):
- Higher education.
- Science education.
- Gender differences.
- Population.
- Socialization.
- Life sciences.
- Advocacy.
- Bias.
- Skills.
- Academic degrees.
- African Americans.
- Minority & ethnic groups.
- College campuses.
- Medical research.
- Race.
- Womens studies.
- Black studies.
- Higher education management--Penn dissertations.
- Penn dissertations--Higher education management.
- Local Subjects:
- Higher education.
- Science education.
- Gender differences.
- Population.
- Socialization.
- Life sciences.
- Advocacy.
- Bias.
- Skills.
- Academic degrees.
- African Americans.
- Minority & ethnic groups.
- College campuses.
- Medical research.
- Race.
- Womens studies.
- Black studies.
- Higher education management--Penn dissertations.
- Penn dissertations--Higher education management.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (283 pages)
- Contained In:
- Dissertations Abstracts International 83-03A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- Within the education-to-career pathways, what is largely absent from the literature regarding women and underrepresented minorities' (URM) participation in science, technology, engineering and math (STEM) disciplines are a complete understanding of their entrance into the employment sector immediately following the completion of a doctoral degree (Jaeger et al., 2017). For many doctoral graduates, the first position following the conferral of a doctoral degree is often a postdoctoral position (NSF, 2019a). Postdoctoral fellowships (postdocs) have been seen as a necessary prerequisite and critical entry point into future careers in STEM (Chen et al., 2015; Hudson et al., 2018; Su, 2013). Postdoc positions often serve as opportunities for newly minted doctoral degree recipients to engage in continued mentorship, on-going research training, as well as socialization into their respective disciplinary domains (Akerlind, 2005; Kaslow & Mascaro, 2007; Margolis & Romero, 1998). While literature is emerging that speaks to the experiences of postdoctoral women and URM (Lambert et al., 2020; Yadav & Seals, 2019), there still exists a need for research that looks within these groups given their distinct attributes at the intersection of race and gender (Ireland et al., 2018). This qualitative study explores the experiences and perceived career trajectories of 33 United State citizen and/or permanent resident who self-identified as Black and African American women with earned STEM doctoral degrees, who were also employed in the U.S. as postdocs at the time of the semi-structured one-on-one interviews. Using science identity and research self-efficacy as lenses to contextualize their experiences, this research expands the understanding of and the utilization of these factors, as well as the emergence, absence or presence of advocacy from others and from within themselves as they advance in their careers.
- Notes:
- Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
- Advisors: Eynon, Diane E.; Committee members: Harper, Jessie R.; Peterson, Ericka.
- Department: Higher Education Management.
- Ed.D. University of Pennsylvania 2021.
- Local Notes:
- School code: 0175
- ISBN:
- 9798538112555
- Access Restriction:
- Restricted for use by site license.
- This item must not be sold to any third party vendors.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.