User contributions are vital to online communities; therefore it is important to know how to motivate user participation to ensure flow and quality of content, and to generate more traffic and revenue to community owners. In contrast to previous research which has explored the motivations of participants in already existing online communities, I investigate whether a new niche online community with a particular focus(women in Science and Engineering sharing their personal experiences through stories) can be started through a design that follows best practices for community design and principles derived from theories of motivation. The design of the WISETales community is based upon insights from literature in three main areas: social psychology, computer science, and gender studies. A social visualization which serves informational, navigational and motivational tool was also developed. One pilot study and two exploratory studies were carried out to evaluate the need for such a community, its design and interface usability. The design of the community and visualization, along with the results from the studies, their analysis and discussion are presented in the thesis.

User contributions are vital to online communities; therefore it is important to know how to motivate user participation to ensure flow and quality of content, and to generate more traffic and revenue to community owners. In contrast to previous research which has explored the motivations of participants in already existing online communities, I investigate whether a new niche online community with a particular focus(women in Science and Engineering sharing their personal experiences through stories) can be started through a design that follows best practices for community design and principles derived from theories of motivation. The design of the WISETales community is based upon insights from literature in three main areas: social psychology, computer science, and gender studies. A social visualization which serves informational, navigational and motivational tool was also developed. One pilot study and two exploratory studies were carried out to evaluate the need for such a community, its design and interface usability. The design of the community and visualization, along with the results from the studies, their analysis and discussion are presented in the thesis.

Since the close of WWII, higher education has been central to the growth of U.S. science, but the role of historically Black colleges and universities (HBCUs)has been under-explored within this narrative. The nation s 105 HBCUs constitute less than one percent of the U.S. higher education community, but consistently have served as a major conduit for the production of African Americans in the sciences, technology, mathematics and engineering. National Science Foundation data reflect an average 29 percent share for the period 1994-2001. The output is even more striking when examined by degrees awarded in disciplinary clusters 50 percent in the agricultural sciences, 45 percent in the physical sciences and mathematics, and 42 percent in the biological sciences. This research explores the role of HBCUs in educating African Americans in science from the boosterism period shortly following World War II, through affirmative action legislation of the 1960s and 1970s, and concluding with current federal policies. A particular analysis is undertaken of Spelman College, a private liberal arts college founded by New England missionaries in the South during the late 19th century as a seminary for former slave women and girls. Spelman presents a unique case to analyze the particularistic characteristics of race, gender and institutional setting within the context of a so-called normative structure of science. Over a 25-year period, Spelman was able to rise beyond the structural limitations of its position as a Black college, a women's college, and a southern college to become one of the single most productive undergraduate institution for African American women earning the baccalaureate degree in science. What new perspectives might the Spelman story specifically and the history of HBCUs generally offer about the history of U.S. science, the notion that careers be open to talent, and current public policy discourse regarding efforts to increase the participation of under-represented racial minorities and women in science, engineering and mathematics? My thesis is that it is the politics of particularlism, not an ideal of universalism, that has fundamentally determined who participates in science and has had a significant impact on HBCUs. Despite these constraints, the contributions that these institutions have made to the U.S. scientific workforce have been enormous.

It is the objective of this paper to present the facts concerning the current status of Canadian women in science, to review the theories which have been put forth to explain gender disparities in science participation, to outline the findings of research in the area of gender and science, and to suggest ways in which science teachers could respond to these research findings. / 79 p. ; 28 cm.

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Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-06-27T16:57:27Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Elinielle_FINAL_27_02_2015.pdf: 560765 bytes, checksum: c8d03daa008e77dce5ba49712528246e (MD5) / Made available in DSpace on 2016-06-27T16:57:28Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Elinielle_FINAL_27_02_2015.pdf: 560765 bytes, checksum: c8d03daa008e77dce5ba49712528246e (MD5) Previous issue date: 2014-03-28 / Este estudo tem como objetivo verificar desigualdade de gênero nas tarefas acadêmicas dos docentes-pesquisadores da pós-graduação, assim como identificar mecanismos que contribuem para o estabelecimento e perpetuação dessas desigualdades A discussão teórica apresenta argumentos sobre diferenças de gênero na sociedade em geral, e na ciência em particular. A abordagem empírica selecionou como campo de estudo duas universidades federais: a UFRJ e a UFMA, visando também a identificação de diferenças regionais, através de análise quantitativa e qualitativa. Para a abordagem quantitativa foram utilizados dados secundários já trabalhados no estudo de Leta et al. (2013). Um sub-conjunto desses dados sobre as duas instituições foi gerado para este estudo que envolveu informações sobre o total de 2667 docentes-pesquisadores. A abordagem qualitativa envolveu entrevistas realizadas junto a 14 coordenadores da pós-graduação das universidades mencionadas. O roteiro de entrevista buscou conhecer diferenças de uma cultura de gênero nas escolhas profissionais, no exercício das tarefas acadêmicas, no estabelecimento de obstáculos na carreira científica, e na sobrecarga das atividades relacionadas à educação dos filhos. A análise dos dados quantitativos mostrou, entre outros aspectos, que os cursos da UFRJ têm desempenho superior aos da UFMA. Focalizando as desigualdades de gênero, verificou-se um maior equilíbrio entre homens e mulheres no desempenho das tarefas acadêmicas na UFMA do que na UFRJ. A análise das entrevistas mostrou que os docentes-pesquisadores, homens e mulheres, tendem a não ver diferenças de gênero na academia e que ambos os sexos carregam preconceitos em relação a diferenças de habilidades entre homens e mulheres. As falas dos entrevistados sugerem ainda que o peso do desequilíbrio de gênero no exercício das tarefas domésticas, e seu impacto nas atividades das mulheres se faz sentir, inclusive, no sentimento de culpa carregado pelas mulheres que chegaram ao topo da carreira científica. Sobre as diferenças regionais, os pesquisadores da UFMA demonstram sentir barreiras e dificuldades no exercício da atividade científica em região menos desenvolvida. / This study aims to examine gender inequality in academic tasks of graduate faculty, as well as identify mechanisms that contribute to the establishment and perpetuation of these inequalities. The theoretical discussion presents arguments about gender differences in society in general, and science in particular. The empirical approach selected as a field of study two federal universities: UFRJ and UFMA, aiming also to identify regional differences, through quantitative and qualitative analysis. For the quantitative approach we used secondary data already worked on during the study Leta et al. (2013). A subset of this data on the two institutions was generated for this study which involved information about a total of 2667 teachers-researchers. The qualitative approach involved interviews conducted with 14 graduate coordinators of the universities mentioned. The interview script aimed to detect differences in gender culture in career choices, in the exercise of academic tasks, in the establishment of obstacles in a scientific career, and in the overload of activities related to education of children. The analysis of the quantitative data showed, among other things, that the UFRJ courses have outperformed those of UFMA. Focusing on gender inequalities, there was a better balance between men and women in the performance of academic tasks in UFMA than at UFRJ. The analysis of the interviews showed that teachers-researchers, men and women, tend not to see gender differences in academia and that both sexes carry prejudices about the differences in skills between men and women. The statements of the respondents also suggest that the weight of the gender imbalance in the performance of household chores, and their impact on the activities of women is felt even in the sense of guilt carried by women who reached the top of the scientific career. Regarding regional differences, the researchers of UFMA are shown to feel barriers and difficulties in the exercise of scientific activity in a less developed region.

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.

Indiana University-Purdue University Indianapolis (IUPUI) / This exploratory study looks at the underrepresentation of certain groups, especially women, in science, technology, engineering and math (STEM) occupations. Using longitudinal data, it investigates the impact of math and technical abilities as well as social status measures such as sex, race/ethnicity and household income on STEM career choice, arguing that social status variables have an important influence apart from abilities, with an emphasis on gender. Results show significant impacts of sex, race/ethnicity, income and both math and technical skills on STEM career choice; however, only sex, math and technical skill have statistically significant impacts when controlling for all other variables, with technical skill having the strongest impact in all tests. Implications of these findings are discussed, confirming previous studies but also setting the groundwork for inclusion of technical skill in research on STEM areas. Future efforts are argued to focus on technical ability, as well as gender and mathematical adroitness.

The research problem reflected a lower number of female postgraduate students and academics as compared to their male counterparts within the Faculty of Engineering at the University of KwaZulu-Natal. A descriptive survey was disseminated to a stratified sample of undergraduate final year students in the disciplines of Chemical, Civil, Mechanical, Electrical, Electronic, Computer and Bioresources Engineering. An online survey was also sent to the nine female academics within the Faculty. The study indicates that the social and academic environment within the Faculty of Engineering at the University of KwaZulu-Natal was not a deterrent to female graduates studying further and entering academia. The exam performance of both male and female students was similar and neither the drop-out rate nor failure was due to gender but rather to the choice of degree. An issue of concern to both the student and the academic group was the low numbers of female academics. / Development Studies / M.A. (Development Studies)

The purpose of this study was to develop the i-STEM programme, an awareness initiative that would improve the participation of young women in the science, technology, engineering and mathematics (STEM) fields in South African universities. That would serve as an intervention measure to young women’s significantly low numbers in the STEM fields, causing a gender disparity in those fields. Young women are said to be overrepresented in the fields that are at a lower level, the so-called soft disciplines and of short-term duration at tertiary level. The STEM fields, on the other hand, are well-remunerated and high-status careers, perceived as the main solution for the unprecedented socioeconomic challenges that the world is experiencing, as a result of, mainly, climate change and lack of food security. The literature reviewed was focused on the participation of young women in the STEM fields in South Africa, Africa and globally, assisting the study to investigate the reasons for low numbers of young women in the STEM fields. The mixed method approach was of benefit to the nature of this study, a quantitative and qualitative enquiry. The study was conducted at two universities with completely different profiles, contact sessions and modes of content delivery. The third institution was the government department relating to higher education. For research design, data was collected from 111 participants who were involved with the STEM fields and/or university education. Two (2) lecturers, two (2) government officials and two (2) young female students were interviewed and 105 other participants completed the questionnaires. Some data were collected from participating institutions’ documents. Interpretation and analysis of such data, was done through concurrent, triangulation design, where data collection was done concurrently, i.e. in the same phase, in both the quantitative and qualitative manner. The main findings blamed the different ways in which boys and girls were socialised in their communities. Girls were more exposed to matters pertaining to food and caring while boys were more exposed to cars and machines, resulting in girls preferring socially orientated careers and the boys, mechanical ones. Those findings were used as the impetus to construct Phases 1, 2 and 3 of the developed awareness programme, i.e. ‘Identification’, ‘Induction’ and ‘Implementation’, whereby the departments of Basic Education and Higher Education and Training, together with universities, would identify learners and students as mentees and mentors, who will become the advocates for breaking the above stereotypes. Another discovery was that there is an element of cultural stereotyping in society, that the STEM fields were difficult and therefore meant for men, since they are supposed to be more demanding and not for women as soft targets; hence the environment was unsupportive of women. It also related to the classification of certain jobs as men’s and others as women’s territory. That theory was further extended through the finding that the STEM fields were more-costly than the social sciences and that most of them require a longer study period. As a result, young women who anticipate becoming mothers and wives, avoid them as careers, in consideration of their future cultural roles. Those findings influenced the last four phases of the i-STEM programme, i.e. ‘Impression’, ‘Integration’, ‘Intensification’ and ‘Ignition’, whereby cultural and classist stereotypes would be determined through baseline information and rooted out by synergy in terms of resources, research and effort by local, national and international stakeholders, as guided by the programme. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)