Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Patricia Brewer

Abstract

A lack of understanding of how women perceive their learning continues to hinder efforts to design educational experiences that prepare women for STEM disciplines. The purpose of this basic qualitative study was to explore women’s perceptions of their learning from a middle school STEM program a decade earlier and other learning experiences they had into their adulthood. Semistructured interviews were conducted with 10 of 26 women who participated in that STEM program when they were in middle school. Belenky et al.’s women’s ways of knowing provided a unique lens for examining participants’ understanding of their development as learners. Key findings from coding analysis were that participants preferred active learning in groups; they were engaged by dialogue; they were motivated by hands-on activities, especially activities they were not typically exposed to; and they understood themselves as learners. Belenky et al.’s women’s ways of knowing provided a unique lens for examining participants’ understanding of their development as learners. Study participants exemplified strong self-awareness by describing important developmental growth: moving from silence to finding their voices; understanding their strengths and weaknesses as learners; and recognizing their increased confidence. Further qualitative and longitudinal studies are needed to identify the most effective active learning approaches, and increased resources are needed for equitable implementation of those programs. Results may provide academic leaders with a better understanding of the educational influences on women during an important developmental period. This understanding may aid in designing more effective programs, thereby promoting positive social change and improved outcomes for women.

Download

Share

 
COinS