STEM Mentoring for Female Students of the Rural American West
Publisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
Female students face distinct challenges when pursuing an education in science, technology, engineering, and mathematics (STEM). Those challenges are compounded when female students grow up in the rural American west. Through the framework of Critical Feminist Theory (CFT), this study looks to identify barriers for female students within STEM education and examines the effectiveness of e-mentoring on deconstructing gender biased pathways and gender biased images of female rural STEM students. Participating students reflect on their mentoring experiences through individual interviews. Interpretive Grounded Theory (IGT) is utilized in understanding the data.Type
Electronic Dissertationtext
Degree Name
Ed.D.Degree Level
doctoralDegree Program
Graduate CollegeEducational Leadership & Policy