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An invisible fork in the road: The autoethnography of a female social scientist

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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An invisible fork in the road: The autoethnography of a female social scientist. / Lefaiver, Mary L McDowell.
In: Studies in Technology Enhanced Learning, Vol. 2, No. 3, 30.05.2022.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Lefaiver, MLM 2022, 'An invisible fork in the road: The autoethnography of a female social scientist', Studies in Technology Enhanced Learning, vol. 2, no. 3. https://doi.org/10.21428/8c225f6e.6f3a736c

APA

Lefaiver, M. L. M. (2022). An invisible fork in the road: The autoethnography of a female social scientist. Studies in Technology Enhanced Learning, 2(3). https://doi.org/10.21428/8c225f6e.6f3a736c

Vancouver

Lefaiver MLM. An invisible fork in the road: The autoethnography of a female social scientist. Studies in Technology Enhanced Learning. 2022 May 30;2(3). doi: 10.21428/8c225f6e.6f3a736c

Author

Lefaiver, Mary L McDowell. / An invisible fork in the road : The autoethnography of a female social scientist. In: Studies in Technology Enhanced Learning. 2022 ; Vol. 2, No. 3.

Bibtex

@article{2e1a5dd491d9458fafadc93d3739f158,
title = "An invisible fork in the road: The autoethnography of a female social scientist",
abstract = "Research has shown that girls' confidence and ability perception are critical to their beliefs, attitudes, and interests concerning the pursuit of mathematics and science. In historically male-dominated fields, females often have a tenuous relationship with STEM (Science, Technology, Engineering, Mathematics) disciplines. This autoethnographic study explores one girl's trajectory away from a keen interest in mathematics and science in favour of social sciences. Four central themes were identified as critical to females' interest, pursuit, and advancement into STEM careers, including gender-based socialisation; confidence, ability, and achievement; classroom environment and school curriculum; and family 'curriculum making'. The findings that impacted the divergence from STEM are revealed through interviews with the author's parents and expressed through a reflexive narrative. The findings in this paper suggest several actions that families and schools might take to support the STEM aspirations of young female students.",
keywords = "STEM, leaky pipeline, girls{\textquoteright} education, autoethnography, Feminist theory",
author = "Lefaiver, {Mary L McDowell}",
year = "2022",
month = may,
day = "30",
doi = "10.21428/8c225f6e.6f3a736c",
language = "English",
volume = "2",
journal = "Studies in Technology Enhanced Learning",
publisher = "PubPub",
number = "3",

}

RIS

TY - JOUR

T1 - An invisible fork in the road

T2 - The autoethnography of a female social scientist

AU - Lefaiver, Mary L McDowell

PY - 2022/5/30

Y1 - 2022/5/30

N2 - Research has shown that girls' confidence and ability perception are critical to their beliefs, attitudes, and interests concerning the pursuit of mathematics and science. In historically male-dominated fields, females often have a tenuous relationship with STEM (Science, Technology, Engineering, Mathematics) disciplines. This autoethnographic study explores one girl's trajectory away from a keen interest in mathematics and science in favour of social sciences. Four central themes were identified as critical to females' interest, pursuit, and advancement into STEM careers, including gender-based socialisation; confidence, ability, and achievement; classroom environment and school curriculum; and family 'curriculum making'. The findings that impacted the divergence from STEM are revealed through interviews with the author's parents and expressed through a reflexive narrative. The findings in this paper suggest several actions that families and schools might take to support the STEM aspirations of young female students.

AB - Research has shown that girls' confidence and ability perception are critical to their beliefs, attitudes, and interests concerning the pursuit of mathematics and science. In historically male-dominated fields, females often have a tenuous relationship with STEM (Science, Technology, Engineering, Mathematics) disciplines. This autoethnographic study explores one girl's trajectory away from a keen interest in mathematics and science in favour of social sciences. Four central themes were identified as critical to females' interest, pursuit, and advancement into STEM careers, including gender-based socialisation; confidence, ability, and achievement; classroom environment and school curriculum; and family 'curriculum making'. The findings that impacted the divergence from STEM are revealed through interviews with the author's parents and expressed through a reflexive narrative. The findings in this paper suggest several actions that families and schools might take to support the STEM aspirations of young female students.

KW - STEM

KW - leaky pipeline

KW - girls’ education

KW - autoethnography

KW - Feminist theory

U2 - 10.21428/8c225f6e.6f3a736c

DO - 10.21428/8c225f6e.6f3a736c

M3 - Journal article

VL - 2

JO - Studies in Technology Enhanced Learning

JF - Studies in Technology Enhanced Learning

IS - 3

ER -