MARC Record from marc_nuls

LEADER: 05851cam 2200433 a 4500
001 9925164805001661
005 20150423153755.0
008 140527s2010 ne b 001 0 eng c
019 $a609702318$a609715251$a609715252$a609721086$a609721087
020 $a9460910858
020 $a9789460910852
020 $a9789460910845 (pbk.)
020 $a946091084X (pbk.)
035 $a(OCoLC)609702317
035 $a(OCoLC)ocn609702317
040 $aYDXCP$beng$cYDXCP$dCDX$dEYE$dWAU$dMUU$dOCLCF
042 $apcc
049 $aCNUM
050 04 $aQ130$b.R48 2010
082 04 $a500.82$222
245 00 $aRe-visioning science education from feminist perspectives :$bchallenges, choices, and careers /$cKathryn Scantlebury, Jane Butler Kahle, Sonya N. Martin, [(eds.)].
260 $aRotterdam :$bSense,$cc2010.
300 $avi, 237 p. ;$c23 cm.
490 1 $aCultural per[s]pectives in science education. Distinguished contributors
500 $a"CHPS 03"--P. [4] of cover.
504 $aIncludes bibliographical references and index.
505 0 $aSection 1: Introduction. Women in Science Education: Introduction & Historical Overview / Kathryn Scantlebury, Sonya Martin and Jane Butler Kahle. -- Section 2: Ongoing issues for female science educatiors in academe. Black Feminist Thought: The Lived Experiences of Two Black Female Science Educators / Eileen Carlton Parsons and Felicia Moore Mensah ; Maintaining Commitments, Shifting Identities, and Understanding Cultural Conflicts While Navigating the Rite of Passage in the Science Education Academy / Rose Pringle and Rowhea Elmesky ; Between the Edges and Seams of Identity / Gale Seiler and Susan M. Blunck ; Parallel but Perpendicular Path / Molly Weinburgh and Bambi Bailey ; Science as a Way of Leaving Home / Nancy W. Brickhouse. -- Section 3: contextualizing women's careers and experiences from science to science education. Going Upwind in Biochemistry / Penny Gilmer ; Whistling for a Wind / Jennifer Lewis ; It's My Life / Karen Phillips ; Living the Cultural Clash: A Professional Life as a Feminist Science Educator / Helga Stadler ; The Reluctant Scientist / Colette Murphy. -- Section 4: Conscious and unconscious feminist praxis, pedagogy and practice. Taking Women Students Seriously: Employing Inclusive Approaches to Science Teacher Education in Primary Science / Susan Kirch and Sonya N. Martin ; Captives of the Text? How Analyzing Discovery Science Stories Set Me Free / Catherine Milne ; Science Education: Intertwined Journeys, Lived Myths, and Ecofeminist Echoes / Mary Spencer and Sherry Nichols ; The Situated Power of Mental Models / Janet Bond-Robinson. -- Section 5: "Sisters are doing it for themselves". Creating New Utopias in the Academy: Spaces of Family and Work / Angie Calabrese Barton, Margery Osborne and Rowhea Elmesky ; Whine and Wine: Cross-Generational Mentoring in Academe / Kathryn Scantlebury, Judith Meece, and Jane Butler Kahle ; Challenges and Choices Administrators Face: Perspectives from a Feminist Dean / Sue V. Rosser ; Laughter, Solidarity, Support and Love / Kathryn Scantlebury and Sonya Martin.
520 $a"Women in science education are placed in a juxtaposition of gender roles and gendered career roles. Using auto/biography and auto/ethnography, this book examines the challenges and choices of academic women in science education and how those challenges have changed, or remained consistent, since women have become a presence in science education. The book's contributors span a temporal and spatial continuum and focus on how a variety of issues relate to the paradoxes for academic women in science education. Science is characterized as a masculine endeavor, while teaching is described as "women's true profession". Thus, female academics involved in science education are positioned in two paradoxes. First, as teachers they are involved in a feminized profession. However, within that profession, women faculty in science education work in a discipline viewed as a masculine enterprise. Further, these women work in educational institutions that have higher status and prestige than their sisters in elementary, middle or high schools. Second, female professors are "bearded mothers". Women who have engaged in science education value rationality and logic and assume authority as participants in academe. The use of logic, the acceptance of authority and the assumption of power are masculine gender-stereotyped characteristics. This situation places women in a paradox, because others, including peers and students, expect them to display stereotypic female gender dispositions, such as mothering/nurturing, sacrificing their needs for others, and a commitment to the institution.The topics include: discussing how their engagement with science impacted their career trajectories and re-direction from science to science education, the relationships of cultural and racial factors on career trajectories, and the dialectical relationship between women's private public lives and their agency (collective and individual) in the academy and its enactment within academic fields. The book documents the lives and careers of academic women in science education from the United States, Australia, the Caribbean, United Kingdom, and Europe."--Publisher's website.
650 0 $aWomen in science.
650 0 $aScience$xStudy and teaching (Secondary)
650 0 $aFeminism and science.
700 1 $aScantlebury, Kathryn.
700 1 $aKahle, Jane Butler.
700 1 $aMartin, Sonya N.
776 08 $iOnline version:$tRe-visioning science education from feminist perspectives.$dRotterdam : Sense, c2010$w(OCoLC)761474162
830 0 $aCultural perspectives in science education.$pDistinguished contributors.
947 $fSOE$hBOOK$p$51.30$q1
949 $aQ130 .R48 2010$i31786102896831
994 $a92$bCNU