Is college science teaching women's work? : gender inequity in the physical sciences

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dc.contributor.advisorRiegle-Crumb, Catherine
dc.contributor.committeeMemberMarshall, Jill
dc.contributor.committeeMemberRudrappa, Sharmila
dc.contributor.committeeMemberSampson, Victor
dc.creatorDoerr, Katherine
dc.creator.orcid0000-0001-8600-7542
dc.date.accessioned2022-03-25T16:34:06Z
dc.date.available2022-03-25T16:34:06Z
dc.date.created2021-08
dc.date.issued2021-08-03
dc.date.submittedAugust 2021
dc.date.updated2022-03-25T16:34:08Z
dc.description.abstractAfter decades of virtual exclusion from participation in STEM, women have majored in, earned graduate degrees in, and forged careers in male-dominated fields such as the physical sciences in increasing numbers. At each step of the way, however, women’s participation diminishes, and this is especially apparent in the workforce. Moreover, these women are likely to be doing different work than men; that is, STEM workplaces are vertically segregated by gender, and women’s work, while important, is often lower-paid and lower-prestige than men’s work. The purpose of this research was to characterize one example of vertical segregation, teaching-intensive faculty positions in a university physical science department, and to explore how and why gender matters for the women, and men, who are on the teaching faculty. Using ethnographic methodology to trace, through their social interactions, how individuals’ experiences are shaped by institutional norms and ideologies, the analysis was shaped by theories of gender as a social system that works to perpetuate inequality. The teaching track is an alternative job track that allows participants to have work-life balance, which is commonly explained to be more suitable than the research track for women in science who want to have children. Concerningly, there are significant negative consequences for pursuing this track, at least for the women. Fundamental aspects of fulfilling and equitable work, such as fair pay, respect, and advancement pathways, are elusive. When women do resist or challenge their marginalization, they are met with unfair treatment and even harassment. The experience of men on teaching faculty is a sharp contrast; as men, they belong in science and this brings a default of respect as well as elevation to higher pay. Thus, the teaching faculty has an internal gender hierarchy. As such, this inquiry offers the conclusion that college science teaching is women’s work not because it offers a safe and fair space to have a career and a family, but because the neoliberal academy requires low-cost and flexible labor to carry out its teaching mission, and women are easily exploited to provide this labor.
dc.description.departmentScience, Technology, Engineering, and Mathematics Education
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/107336
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/34244
dc.language.isoen
dc.subjectGender
dc.subjectTeaching
dc.subjectScience
dc.subjectFeminism
dc.titleIs college science teaching women's work? : gender inequity in the physical sciences
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentScience, Technology, Engineering, and Mathematics Education
thesis.degree.disciplineScience, Technology, Engineering, and Mathematics (STEM) Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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