ERIC Number: EJ1423686
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: EISSN-1935-4053
Everyday Activism: Gender-Based Service in STEM
Joanna G. Jauchen
PRIMUS, v34 n5 p571-586 2024
There has been and continues to be a substantial amount of work done to encourage, support, and retain women in mathematics. However, very little has been written about the faculty leading these gender-based initiatives, most of whom are women. This dynamic--women advocating on behalf of other women--is connected to identity-based activist movements. In the following, I describe how I have started to see gender-based work in STEM as a form of institutional activism. I then describe how this change of conceptualization led me to rethink the landscape of gender-based work in STEM. I reflect on literature from institutional activism and describe how that literature has changed my own engagement in gender-based service. My goal in this article is to provide math practitioners with some ideas for reflecting on their own actions in contesting historical forms of sexism. As we begin to understand the rules, norms, and cultures that constrain us, we will be better equipped to strategically contest them and create the sorts of institutional change that we want to see. I conclude the article with a series of questions to challenge all of us to think strategically about the future of our work supporting women in STEM.
Descriptors: Females, Womens Education, Advocacy, Activism, STEM Education, Mathematics Instruction, Academic Persistence, Equal Education, Barriers, Gender Bias, Power Structure, College Faculty, Teacher Role
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A