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SHORING UP THE PIPELINE: A CASE STUDY OF FEMALE NAVIGATION
THROUGHOUT THE SCIENCE INSTRUCTIONAL PATHWAY (SIP)
by
Allison Jill Aclufi
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Allison Jill Aclufi
Object Description
| Title | Shoring up the pipeline: a case study of female navigation throughout the science instructional pathway (SIP) |
| Author | Aclufi, Allison Jill |
| Author email | aclufia@ca.rr.com; aclufi@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-06 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-05-08 |
| Advisor (committee chair) | Baca, Reynaldo R. |
| Advisor (committee member) |
Peña-Vallejo, Edlyn Scott, Gary |
| Abstract | Female minority students are increasing in numbers as science majors, but are still under-represented when compared to White and Asian males in the workplace. Many factors have been proposed and studied, yet there has been little, if any, longitudinal study of possible exacerbating variables that may play a key role in deterring female minority students from pursuing a science degree and career. This study took a retro-longitudinal look at the experiences of ten successful science undergraduate female minority students. Two major domains already widely covered in the literature were identified: academic experiences and social-capital networks. Based on in-depth interviews, the following trends, in order of magnitude, were noted: students were focused and goal-orientated, insufficient amounts and access to science equipment, lack of science education in elementary school, no after-school science programs, indifferent or resistant stakeholders, males favored in the classroom, parent alienation from schools, inequitable access to academic information, parental encouragement, and a lack of ethnic identity in the context of a science student.; Not all of these trends began in elementary school, most began in middle school and exacerbated throughout the remainder of student's K-12 education. The major factors that allowed for these students matriculation into a four-year university as undergraduate science majors was their goal-orientated dedication to a science career, and deliberate expansion of their social-capital networks to facilitate knowledge acquisition mandatory for college acceptance.; A large-scale, longitudinal study, following students throughout their entire K-12 education would provide details that may be lost due to memory, and allow for the creation of more effective interventions to reduce student attrition. |
| Keyword | science education; females; minorities; science; social capital; educational barriers; tracking |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2219 |
| Contributing entity | University of Southern California |
| Rights | Aclufi, Allison Jill |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Aclufi-2724 |
| Archival file | uscthesesreloadpub_Volume17/etd-Aclufi-2724.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | SHORING UP THE PIPELINE: A CASE STUDY OF FEMALE NAVIGATION THROUGHOUT THE SCIENCE INSTRUCTIONAL PATHWAY (SIP) by Allison Jill Aclufi ____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Allison Jill Aclufi |
