What lies beneath: Theorizing women in S.T.E.M. intervention programs

As part of a larger research project, this multiple case study seeks to explore the efficacy of Women in S.T.E.M. intervention programs created to redress inequalities between men and women in S.T.E.M. majors. The programs selected for this study are considered strategic research sites because they (1) claim to have a positive effect on the outcome of women; (2) operate two-fold by highlighting the problem as conceived by organizers and sponsors, along with their cultural assumptions, while also providing the solutions to the problem assumed; and (3) demonstrate the two major ways of thinking about the underlying issue, which are from an individual and institutional level. This study provides a lens for examining program theory, program design based on a feminist-based research framework, program success and challenges using qualitative methods. After conducting individual and cross-case analysis using deductive and inductive theme analysis across three cases, nine themes were identified based on program theory, program design, successes and challenges that relate to the efficacy of Women in S.T.E.M. intervention programs. Lastly, the themes are discussed in a broader sense of their implications for practice, research, and theory.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Policy Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Walker, Kimberly Shanee

Contributors dc:contributor

• Greene, Jennifer
• Hall, Jori N.
• Trent, Williams
• Span, Christopher

• Women, S.T.E.M, Intervention Programs, Program Theory

Statement dc:rights

• Copyright 2018 Kimberly Walker

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/102785

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/102785