Dedicating, faking, and surviving
Disclosing tensions in how three women university students negotiate collectively celebrated norms across European contexts
Dados Bibliográficos
| ID | 21589415 |
|---|---|
| Autores | Katerina Pia Günter (0000-0002-8520-2642, Uppsala University, autor correspondente), Luc F Bussière (0000-0001-8937-8381, University of Gothenburg), R Gromes (0000-0002-4693-6491, Heidelberg University) |
| Ano | 2023 |
| Volume | 45 |
| Fascículo | 12 |
| Páginas | 1032-1052 |
| Data de publicação | 2023-08-13 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Science Education, Part B (JOURNAL) |
| Identificadores do periódico | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2183098 |
| OpenAlex | W4353040727 |
| Idioma | EN |
| Referências citadas | 44 |
Higher education biology (HEB), a discipline where women undergraduates are numerically overrepresented in most Western universities, has been given little attention in exploring norms of scientific practice from a student perspective. This study brings into focus how biology students negotiate identities in relation to figured worlds of HEB. Through thematic analysis of 27 timeline interviews from a Swedish, German, and British university as a collective case, we identified three hegemonic imaginaries across narratives: showing dedication through sacrifice, faking it to make it, and surviving as the fittest. Using a theoretical framework of feminist science critique, science identity, and figured worlds, we then offer a multiple case approach to how three women students negotiate the collective imaginaries identified, while simultaneously disavowing and challenging them. This conflict suggests they consider themselves successful despite the pressure to engage in ‘typical’ scientific practices they simultaneously contest. Consequently, this study demonstrates that celebrated imaginaries do not remain unproblematised by successful students, but create tensions in their identity work. This provokes discussions on how science imaginaries shape women’s participation in HEB and beyond. Visualising these tensions makes it furthermore possible to challenge and change hegemonic academic norms in HEB, moving towards more socially just and inclusive spaces
Aesthetics · CONTEST · Epistemology · Hegemony · Identity negotiation · Media studies · Narrative · Negotiation · Pedagogy · Political science · Politics · Qualitative research · Science education · Social science · Sociology · Thematic analysis · Timeline · Career Development and Diversity · Gender Diversity and Inequality · Gender Studies · Interdisciplinary Research and Collaboration · Law
Research Methods in Education
An Introduction to Discourse Analysis
How to do Discourse Analysis
Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Science identity as a landscape of becoming
Vygotsky, Mead, and the New Sociocultural Studies of Identity
The science question in feminism
Whose Science? Whose Knowledge?
“Quite ironic that even I became a natural scientist”
Legibility Zones
Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education
Moving beyond ‘gender-neutral’
Exploring woman university physics students ‘doing gender’ and ‘doing physics’
Identity Production in Figured Worlds
Using thematic analysis in psychology
Timeline interviews
Biologi under lupp
Chapter 3
Identities in/out of physics and the politics of recognition
Understanding the science experiences of successful women of color
Women's science
The implied student
Situated Learning
Revealing the unmarked
The Sociology of Professions and the Profession of Gender
| Altamente citado | Não |
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