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dc.contributor.authorCronin, Catherine
dc.date.accessioned2013-11-12T09:58:12Z
dc.date.available2013-11-12T09:58:12Z
dc.date.issued1999-08
dc.identifier.citationCronin, C. and Roger, A. (1999), Theorizing progress: Women in science, engineering, and technology in higher education. Journal of Research in Science Teaching, 36: 637-661.en_US
dc.identifier.urihttp://hdl.handle.net/10379/3807
dc.description.abstractA conceptual framework of positions on women in Science, Engineering and Technology (SET) was developed, showing a chronological progression of the main approaches to women's underrepresentation in SET during the past 20 years. Numerous initiatives have been advocated to address women's underrepresentation in SET in higher education. This article arose out of one such initiative, Winning Women, which was intended to help higher education in Scotland move toward good practice in this field. Two members of the project team describe their key findings and experiences. They illustrate how the underrepresentation of women in SET continues to be both progressive and persistent (using a SET parity index). The conceptual framework was conceived and developed from a metaanalysis of feminist theories of the gendered politics of science and technology.en_US
dc.formatPDFen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.subjectSTEMen_US
dc.subjectSETen_US
dc.subjectGenderen_US
dc.subjectTechnologyen_US
dc.subjectWomenen_US
dc.subjectHigher educationen_US
dc.subject.lcshSTEMen_US
dc.subject.lcshGender Studiesen_US
dc.subject.lcshWomen's Studiesen_US
dc.subject.lcshgender and technologyen_US
dc.subject.lcshEducationen_US
dc.subject.lcshHigher Educationen_US
dc.titleTheorizing Progress: Women in Science, Engineering, and Technology in Higher Educationen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1002/(SICI)1098-2736(199908)36:6<637::AID-TEA4>3.0.CO;2-9
dc.local.publishedsourcehttp://onlinelibrary.wiley.com/doi/10.1002/%28SICI%291098-2736%28199908%2936:6%3C637::AID-TEA4%3E3.0.CO;2-9/abstracten_US
dc.description.peer-reviewedpeer-revieweden_US
dc.contributor.funderScottish Higher Education Funding Councilen_US
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