Abstract
In writing this chapter I had several purposes. One, I wanted to briefly outline the evolution of studies of students (and particularly women) in the mathematics/science pipeline. Next I suggest that taking a feminist but noncritical perspective does not necessarily illuminate the subject fully. To support that argument I briefly present the results of a study with a colleague conducted and analyzed from a feminist perspective. Next I reanalyze the data from a critical feminist perspective hoping that the research might be used to transform our ways of framing issues and policies affecting women. Finally, I suggest that others might find reanalysis of research useful, even as an exercise in reflexive research (Lather, 1991)—particularly with respect to conclusions drawn.
| Original language | English (US) |
|---|---|
| Title of host publication | Feminist Critical Policy Analysis II |
| Subtitle of host publication | A Perspective from Post-secondary Education |
| Publisher | Taylor and Francis |
| Pages | 90-109 |
| Number of pages | 20 |
| ISBN (Electronic) | 0203978803, 9781135714093 |
| ISBN (Print) | 0750706554, 9780750706544 |
| DOIs | |
| State | Published - Jan 1 2005 |
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ASJC Scopus subject areas
- Social Sciences(all)
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Reframing research, informing policy : Another view of women in the mathematics/science pipeline. / Stage, Frances.
Feminist Critical Policy Analysis II: A Perspective from Post-secondary Education. Taylor and Francis, 2005. p. 90-109.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Reframing research, informing policy
T2 - Another view of women in the mathematics/science pipeline
AU - Stage, Frances
PY - 2005/1/1
Y1 - 2005/1/1
N2 - In writing this chapter I had several purposes. One, I wanted to briefly outline the evolution of studies of students (and particularly women) in the mathematics/science pipeline. Next I suggest that taking a feminist but noncritical perspective does not necessarily illuminate the subject fully. To support that argument I briefly present the results of a study with a colleague conducted and analyzed from a feminist perspective. Next I reanalyze the data from a critical feminist perspective hoping that the research might be used to transform our ways of framing issues and policies affecting women. Finally, I suggest that others might find reanalysis of research useful, even as an exercise in reflexive research (Lather, 1991)—particularly with respect to conclusions drawn.
AB - In writing this chapter I had several purposes. One, I wanted to briefly outline the evolution of studies of students (and particularly women) in the mathematics/science pipeline. Next I suggest that taking a feminist but noncritical perspective does not necessarily illuminate the subject fully. To support that argument I briefly present the results of a study with a colleague conducted and analyzed from a feminist perspective. Next I reanalyze the data from a critical feminist perspective hoping that the research might be used to transform our ways of framing issues and policies affecting women. Finally, I suggest that others might find reanalysis of research useful, even as an exercise in reflexive research (Lather, 1991)—particularly with respect to conclusions drawn.
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UR - http://www.scopus.com/inward/citedby.url?scp=85071575164&partnerID=8YFLogxK
U2 - 10.4324/9780203978801-15
DO - 10.4324/9780203978801-15
M3 - Chapter
AN - SCOPUS:85071575164
SN - 0750706554
SN - 9780750706544
SP - 90
EP - 109
BT - Feminist Critical Policy Analysis II
PB - Taylor and Francis
ER -