Exploring Girl Scouts' self-perceptions as geoscientists using a feminist standpoint lens and transformative mixed methods

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dc.contributor Coleman, Julianne M.
dc.contributor Dantzler, John A.
dc.contributor Hansen, Samantha E.
dc.contributor.advisor Nichols, Sharon E.
dc.contributor.advisor Goldston, M. Jenice
dc.contributor.author Renz, Heather Fowler
dc.date.accessioned 2017-03-01T17:23:12Z
dc.date.available 2017-03-01T17:23:12Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001895
dc.identifier.other Renz_alatus_0004D_12231
dc.identifier.uri https://ir.ua.edu/handle/123456789/2324
dc.description Electronic Thesis or Dissertation
dc.description.abstract Currently in the United States jobs abound in science, technology, engineering and math (STEM). Yet, women remain an underrepresented demographic both in university STEM degrees and careers. This study sought to understand constraints to the participation of young women in geoscience learning. Twenty-one girls in the sixth through eighth grades participated in a six-week study, which featured informal geoscience experiences. Three research questions guided the study: (1) What are girls' standpoints on "science"? (2) How might the Girl Scouts offer an alternative environment for learning and doing science while at the same time allowing them to be scientists? (3) How might this Girl Scout experience transform the ways girls engage with geoscience? The study employed a transformative mixed method approach involving quantitative and qualitative data generation tools including the CLES, the DAST, autobiographical writing, photonarratives, and researcher analytic memos. The study results are reported through three key phases of data generation. Phase 1 categorizes the girls as those having positive, negative and neutral science perceptions. Phase 2 explores the girls underlying science stories. Phase 3 highlights the girls' transformative narratives. Results of this study contribute significant insights about the subtle stances of young girls in [geo]science learning and how engaging their voices to critique their science learning experiences can open up their agentic possibilities to take up participation in science.
dc.format.extent 257 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Secondary education
dc.subject.other Science education
dc.subject.other Pedagogy
dc.title Exploring Girl Scouts' self-perceptions as geoscientists using a feminist standpoint lens and transformative mixed methods
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.

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