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

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dc.contributorColeman, Julianne M.
dc.contributorDantzler, John A.
dc.contributorHansen, Samantha E.
dc.contributor.advisorNichols, Sharon E.
dc.contributor.advisorGoldston, M. Jenice
dc.contributor.authorRenz, Heather Fowler
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:23:12Z
dc.date.available2017-03-01T17:23:12Z
dc.date.issued2015
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractCurrently 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.en_US
dc.format.extent257 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001895
dc.identifier.otherRenz_alatus_0004D_12231
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2324
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectSecondary education
dc.subjectScience education
dc.subjectPedagogy
dc.titleExploring Girl Scouts' self-perceptions as geoscientists using a feminist standpoint lens and transformative mixed methodsen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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