Building Resilience in a Gendered Journey: A Study of Women's Paths to Science Teaching.

Taylor, Marilyn J.; Swetnam, Leslie

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Peer reviewed

ERIC Number: EJ605963

Record Type: Journal

Publication Date: 2000-Apr

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1066-5684

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Building Resilience in a Gendered Journey: A Study of Women's Paths to Science Teaching.

Taylor, Marilyn J.; Swetnam, Leslie

Equity & Excellence in Education, v33 n1 p36-47 Apr 2000

Surveyed female K-12 and college teachers regarding their reasons for teaching science, investigating their use of mastery oriented learning and resiliency strategies in science classes as they pursued their goals of becoming science teachers. Presents the women's narratives, their reasons for pursuing science, challenges they faced, and a rank-ordered list of their recommendations for women science learners. (SM)

Descriptors: Coping, Elementary Secondary Education, Equal Education, Females, Higher Education, Mastery Learning, Resilience (Personality), Science Education, Science Teachers, Self Esteem, Sex Discrimination, Women Administrators, Women Faculty

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A