Premium
Theorizing progress: Women in science, engineering, and technology in higher education
Author(s) -
Cronin Catherine,
Roger Angela
Publication year - 1999
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199908)36:6<637::aid-tea4>3.0.co;2-9
Subject(s) - set (abstract data type) , science education , women in science , conceptual framework , sociology , field (mathematics) , higher education , politics , engineering ethics , mathematics education , pedagogy , gender studies , psychology , social science , engineering , political science , computer science , law , mathematics , pure mathematics , programming language
A 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 an SET parity index). The conceptual framework was conceived and developed from a metaanalysis of feminist theories of the gendered politics of science and technology. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 637–661, 1999