Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. "The Newton Summer Academy is a program intervention funded by the National Science Foundation. It was developed at the University of Missouri-Columbia by a team of scientists, instruction and curriculum personnel, and educators."--Leaf 8. "The present study sought to investigate the saliency of social cognitive factors in the career decision-making processes of bright, adolescent females. In addition, the present study aimed to gain empirical information about the effectiveness of the Newton Summer Academy, a National Science Foundation intervention program."--Leaf [12]. Includes bibliographical references (leaves 141-162). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. "The Newton Summer Academy is a program intervention funded by the National Science Foundation. It was developed at the University of Missouri-Columbia by a team of scientists, instruction and curriculum personnel, and educators."--Leaf 8. "The present study sought to investigate the saliency of social cognitive factors in the career decision-making processes of bright, adolescent females. In addition, the present study aimed to gain empirical information about the effectiveness of the Newton Summer Academy, a National Science Foundation intervention program."--Leaf [12]. Includes bibliographical references (leaves 141-162). Also available on the Internet.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

abstract: Under-representation of women doctors in medical work force despite their overwhelming majority in medical schools is an intriguing social issue for Pakistan raising important questions related to evolving gender relations in Pakistani society. Previous research on the broader issue of under-representation of women in science has focused primarily on the structural barriers to women’s advancement. It does not account for the underlying subtle (and changing) gendered power relations that permeate everyday life and which can constrain (or enable) the choices of women. It also does not address how women are not simply constructed as subjects within intersecting power relations, but actively construct meaning in relation to them. It raises interesting questions about the cultural shaping of subjectivities, identities and agency of women within the web of power relations in a society such as Pakistan. To analyze the underlying dynamics of this issue, this dissertation empirically examines the individual, institutional and social factors which enable or affect the career choices of Pakistani women doctors. Based on the ethnographic data obtained from in-depth, person centered, open ended interviews with sixty women doctors and their families, as well as policy makers and the stake holders in medical education and health administration in Lahore, Pakistan this dissertation seeks to address the complex issues of empowerment and agency in the context of Pakistani women, both in individual and collective sense. Participation in medical education is ostensibly an empowering act, but dissecting the social relations in which this decision takes place reveals that becoming a doctor actually enmeshes women further in the disciplinary relations within their families and society. Similarly, the medical workplaces of Pakistan are marked by entrenched gendered hierarchies constraining women’s access to resources and their progression through medical career. Finally, the political implications of defining work in medicine, and devaluing care in capitalist economies is explored. / Dissertation/Thesis / Doctoral Dissertation Anthropology 2017

Esta pesquisa tem como objetivo analisar por um viés de gênero o processo de institucionalização da farmácia em São Paulo entre 1895 e 1917. Para tanto, seguiremos os farmacêuticos paulistas que, através da fundação de associações científicas, revistas e instituições de ensino, buscaram ampliar sua rede de aliados e se firmarem como um campo profissional separado da medicina. Juntamente a esta busca por alianças poderemos perceber um movimento co-extensivo de delimitação de fronteiras: quem estaria autorizado a exercer esse ofício? Após a fundação da Escola de Pharmácia (1898), acompanharemos como esse processo de institucionalização se misturou à um novo e controverso elemento: a formação de mulheres. Observaremos por meio de quais argumentos os fundadores e membros da congregação da Escola buscaram demarcar os espaços e ações que seriam desejáveis às futuras farmacêuticas, mantendo-as nos bastidores da prática científica que se desejava fundar. Também nos concerne verificar de que maneira as farmacêuticas viabilizaram sua atuação dentro da profissão. / This research aims to analyze the process of institutionalization of pharmacy in São Paulo from 1895 to 1917 through a gender bias. In order to do this, we will follow the pharmacists from São Paulo who, through the foundation of scientific associations, journals and educational institutions, sought to increase their network of allies and establish themselves as a separate professional field from medicine. We also will remark a movement of boundary delimitation, which is coextensive to the search for allies: who was authorized to join the profession? After the foundations of the School of Pharmacy (1898), we will follow in which ways the institutionalization process was crossed by a new element in this space: the presence of women. We have observed by which means schools congregation members and its founders sought to determine the spaces and actions that would be desirable to the future female pharmacists, keeping them in the \"backstage\" of the scientific practice. In the other hand, we are also interested in follow womens arguments and strategies that allowed them to act in this professional field.

While women have had a profound impact in the world of science, they struggle to gain an equal foothold in many science, technology, engineering, and mathematics (STEM) fields today. This has led to considerable public and private sector efforts to recruit women into these arenas. In order to understand how schools and nonprofits engage today's young women in STEM studies, this account includes time spent both in high school science classrooms and with ChickTech -- a Portland-based organization that works to provide a pathway into tech careers for high school-aged girls. A historical perspective reveals that modern women aren't treading into completely uncharted territory, in spite of the current disparity of representation in today's STEM arenas. This perspective is offered via an examination of the lives of a group of extraordinary women who worked in astronomy at Harvard College Observatory from the late 1800s into the 1960s. While several noteworthy women are discussed, the focus here is on Cecilia Payne, the first person to earn a Ph.D. in astronomy at Harvard, and one of the 20th century's greatest astronomers. A great many people have never heard of her . . . yet.

Orientador: Maria Conceição da Costa / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-07T09:30:41Z (GMT). No. of bitstreams: 1 Osada_NeideMayumi_M.pdf: 2505778 bytes, checksum: 119023572e9d927091b211222a56aa5a (MD5) Previous issue date: 2006 / Resumo: Os estudos de gênero e ciências apontam para a idéia de que a eqüidade de gênero deve ser discutida a partir das diferentes contribuições das mulheres na produção do conhecimento, levando-se em conta que isso é um processo de construção social. A presença eqüitativa de homens e mulheres nas ciências tem como objetivo torná-la mais acessível e inclusiva. Com isso, este trabalho pretende analisar as relações de gênero nas Ciências Biológicas, em especial no projeto genoma da Fapesp, de 1992 a 2005. As questões que nortearam essa pesquisa foram: quais foram as principais barreiras que as mulheres enfrentam ao longo das suas trajetória acadêmica? E quais foram as principais contribuições das mulheres no Projeto Genoma da Fapesp? A pesquisa construiu um banco de dados quantitativo com mais de 8.000 itens sobre a participação das mulheres na Biologia e na obtenção de recursos financeiros para pesquisa junto à Fapesp, além disso, realizou entrevistas, semiestruturadas, com pesquisadores envolvidos no Projeto Genoma da Xylella, da Xanthomonas e da Cana-de-açúcar. Os resultados apontam para importantes contribuições femininas, evidenciam as principais barreiras que elas enfrentam ao longo da construção de suas carreiras profissionais e sinalizam para a reprodução da situação em que homens avançam mais rápido que as mulheres. O estudo indica ainda que instituições de pesquisa e fomento devem adotar mecanismos que preservem a mulher nas ciências, devem garantir o retorno das pesquisadoras após a licença-maternidade ao mundo da pesquisa e a estimular nos avanços da carreira. Por fim, é preciso, tanto na academia quanto nas instituições ligadas à pesquisa, rediscutir a idéia de que a ciência é racional, neutra e objetiva, respeitar as diferenças nas ciências entre homens e mulheres e repensar as ciências enquanto construções sociais / Abstract: Gender and science studies suggest that gender equality must be discussed from a variety of viewpoints on women contributions to knowledge production, considering that knowledge is a process of social construction of reality. The target of Women presence is to make science more accessible and inclusive. This dissertation analyzes women¿s participation in biological sciences, particularly in the Fapesp Genome Project, from 1992 to 2005. It also builds up a databank of more than 8000 data on women¿s participation in the Fapesp¿s projects on biological sciences, and on grants, scholarships and research financing. It also presents semi-structured interviews with researches working in the genome projects of the Xyllela, Xanthomonas e Sugar cane. The results of this dissertation point out some women¿s major contributions, highlight the barriers women face throughout their scientific and academic careers, and show how this field reproduces a situation in which men advance faster than women. Some recommendations are give here: academic and research-related institutions should adopt mechanisms to foster the presence of women in science, facilitate the return to research work of researchers after a maternity leave, and stimulate progress in their careers. Finally, it is necessary, for both academic and research-related institutions, to revise the idea that science is rational, neutral and objective, to take into account differences between male and female research careers, and to re-think sciences as social constructions / Mestrado / Mestre em Política Científica e Tecnológica

African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.

This paper is a critical assessment of the political intersections of knowledge and power in the feminist critiques of science conducted by Evelyn Fox Keller, Sandra Harding, and Donna Haraway. In it I argue that feminist theory approaches the practicing discourses of science from political purviews that enable us to better understand and critique the political contexts of science and technology, as well as the cognitive content of scientific research. Some of the questions I address are: How is our scientific knowledge of the world structured by particular social, economic, and political imperatives? What get to be defined as scientific problems according to these imperatives? How do the methodologies employed within the sciences produce and reproduce knowledges about the world under such extremely strict and exclusionary conditions? What are the dangers involved with the uses of such methodologies? How is “scientific authority” to know presented to justify research claims, and how does it reify ontological and epistemological assumptions about the validity of scientific knowledge? These questions emphasize the power-knowledge nexus in scientific theories of knowledge and research practices largely ignored by many contemporary critiques of science. In addition, gender, race, and class critiques of the sciences can help us to deconstruct the epistemological and ontological presuppositions woven throughout the fabric of science. Keller, Harding, and Haraway also offer alternative conceptions of science that are more sensitive to the embeddedness of all scientific research and theoretical formulation. In this thesis I shall examine each theorist’s Critique of modern science and assess whether their alter-science project is able to overcome the problems in science that their critique renders problematic. / Master of Arts

O presente estudo teve como objetivo analisar a pesquisa científica brasileira em soberania e segurança alimentar e nutricional no período entre 2000 a 2016, identificando os Grupos de Pesquisa envolvidos neste campo tecnocientífico e descrevendo a evolução temporal dos Grupos de Pesquisa e suas respectivas Linhas de Pesquisa. Foram utilizados dados secundários dos Censos 2000, 2002, 2004, 2006, 2008, 2010, 2014 e 2016 produzidos pelo Diretório de Grupos de Pesquisa do Conselho Nacional de Desenvolvimento Científico e Tecnológico. O critério de inclusão foi a presença das expressões \"segurança alimentar\" (SA), \"segurança alimentar e nutricional\" (SAN), \"segurança dos alimentos\" (SDA) e \"soberania alimentar\" (SBA) como nome do Grupo de Pesquisa, nome da Linha de Pesquisa ou palavra-chave da Linha de Pesquisa. Como resultado foram identificados 354 grupos de SSAN em 2016, sendo 313 em SA, 177 em SAN, 47 em SDA e 37 em SBA. Observou-se uma tendência geral para aumento no quantidade de grupos de pesquisa, com crescimento mais acelerado para SAN e SBA. Mais de 80% dos grupos foram criados entre os anos 2001 e 2016, sendo 46,05% de 2001 a 2010 e 41,24% de 2011 a 2016. Os grupos de SSAN estão sediados em 138 instituições diferentes, sendo 52 universidades federais, 27 instituições de ensino comunitárias e privadas, 25 universidades estaduais, 19 institutos federais de educação, ciência e tecnologia, além de 15 institutos de pesquisa. As universidades públicas mantêm 82,7% dos grupos de pesquisa, enquanto apenas 8,4% do total pertence ao setor privado. A região Sudeste abriga 33,62% dos grupos de pesquisa em SSAN, com outros 22,60% na região Nordeste. Em 2016, diferente da tendência geral do DGP, apenas em SBA há mais grupos de pesquisa na região Sul do que no Nordeste. Nas Grandes Áreas foi observada maior prevalência de grupos nas Ciências Agrárias, Ciências da Saúde e Ciências Humanas. As Áreas Predominantes mais referidas foram Ciência e Tecnologia de Alimentos, Nutrição, Agronomia e Saúde Coletiva. Os grupos de SSAN relataram entre uma e 37 (μ = 5,82) linhas de pesquisa, sendo 43,8% do grupos com 5 a 10 linhas de pesquisa. Em 2016 havia 4.188 pesquisadores e 4.161 estudantes como membros dos grupos de pesquisa. As mulheres possuem maior participação nos grupos de pesquisa em SSAN, perfazendo 56,4% dos pesquisadores e 72,5% dos estudantes. A relação entre pesquisadores doutores e total de pesquisadores em SSAN é de 73%, superior à do DGP, de 65%. Quanto à reposição da força de trabalho em ciência, as proporções entre pesquisadores e estudantes sugerem baixo dinamismo para o conjunto dos grupos (0,188) e também para cada termo de busca, assim como baixa consolidação (0,138), apesar da crescente do dinamismo e da consolidação. O diálogo interdisciplinar entre pesquisadores com diferentes áreas de formação mantém-se como desafio para a produção científica em SSAN, assim como a ação intersetorial na implementação das políticas públicas. / The present study aimed to analyze brazilian scientific research on food and nutrition security and sovereignty in the period from 2000 to 2016, by identifying Research Groups envolved in this technoscientific field, describing the evolution of Research Groups across time and their respective Lines of Work. We used secondary data from the 2000, 2002, 2004, 2006, 2008, 2010, 2014 and 2016 Censuses produced by the Research Group Directory from the National Council of Scientific and Technological Development. Inclusion criteria was presence of expressions \"food security\" (SA), \"food and nutrition security\" (SAN), \"food safety\" (SDA) and \"food sovereignty\" (SBA) in Research Group name; or Line of Work name or keywords. As a result we identified 354 research groups on SSAN in 2016, with 313 on SA, 177 on SAN, 47 on SDA and 37 on SBA. A general upwards trend in the amount of research groups was observed, with accelerated growth for SAN and SBA. More than 80% of the groups were created between years 2001 and 2016, with 46,05% from 2001 to 2010 and 41,24% from 2011 to 2016. SSAN research groups were found in 138 different institutions, as in 52 federal universities, 27 community and private teaching institutions, 25 state universities, 19 federal institutes of education, science and technology, besides 15 research institutes. Public universities maintain 82,7% of all research groups, while a mere 8,4% of them were located in private institutions. The southeast region harbors 33.62% of SSAN research groups, with another 22.60% located in the northeast region. In 2016, contrary to general trend in the DGP, only in SBA there were more research groups in the south region than in the Northeast. Among the Branches of Science it was observed greater prevalence of groups in Agricultural Sciences, Health Sciences and Humanities and Social Sciences. The most referred Predominant Areas were Food Science and Technology, Nutrition, Agronomy and Collective Health. SSAN groups reported between one and 37 (μ = 5.82) lines of work, while 43.8% of all groups had 5 to 10 lines of work. In 2016 there were 4,188 researchers and 4,161 students as research group members. Women have greater participation in SSAN research groups, making up 56.4% of researchers and 72.5% of students. The ratio between PhD researchers and total researchers in SSAN is 73%, higher than the DGP average of 65%. Regarding workforce replacement in science, proportions between researchers and students suggest low dynamism both for SSAN (0.188) and each search keyword, as well as low consolidation (0,138), despite increasing dynamism and consolidation. Interdisciplinary dialogue between researchers from different training areas remain as a challenge in SSAN scientific production, in addition to intersectoral action in the implementation of public policies.