Description
Book SynopsisThe experiences in families, communities, and peer-groups that help young African American women "swim against the tide" of the white, male science education system
Trade Review"Swimming Against the Tide addresses a crucial lacunae in the body of literature on women in science, particularly women of color. This is a ‘new’ and innovative approach, since very few book publications on women in science have addressed the subject of African American women in science and from an age specific and culturally relevant perspective. Theoretically and methodologically strong, this is an example of feminist scholarship at its best."
—Josephine Beoku-Betts, Professor of Women’s Studies and Sociology, Florida Atlantic University
"Swimming Against the Tide addresses important research issues, with implications for the cultivation and retention of scientific talent and for practice and policy in science education. It also has implications for understanding the 'culture of science’ and the factors that encourage/discourage participation. Hanson’s statistical data and analyses are significant in the strength of findings, [in the] power of inference for young women's interest in and perceptions about science, and for the ways in which race and gender do/do not operate together in affecting outcomes for young women"
— Mary Frank Fox, Advance Professor in the School of Public Policy at the Georgia Institute of Technology
"[A]n excellent resource for those who are not familiar with this body of literature about race and science.... This book, overall, is an important contribution to our understanding of the gender, race, and class dynamics that influence the career decision-making of young women...Hanson's synthesis of previous studies on the subject makes this a valuable resource for those hoping to expand and deepen an understanding about how our educational system and science culture itself should be transformed to be a welcoming place for all who have an interest in exploring nature and the world in which we live."
—Teachers College Record
Table of ContentsPreface and Acknowledgements
1. Introduction: Understanding Young African American Women's Experiences in Science
2. The Conceptual Framework: A Critical-Feminist Approach
3. Young African American Women's Experiences in Science: "Science Is Like Opening A Present from Your Favorite Aunt. You Just Can't Wait to Open It Because You Know There Is Something Wonderful and Unique Inside."
4. Influences—Teachers and Schools: "They Looked at Us Like We Weren't Supposed to Be Scientists."
5. Influences—Family and Community: "My Mother Never Minded Me Using Her Kitchen Utensils to Dig Up Insects and Worms to Explore."
6. Influences—Peers: "I Know Plenty of Girls at My School [Who] Love Science."
7. Conclusions: "Science Is Not About Which Race Likes It Better, It Is About Doing What You Like."
Appendix A: Tables
Appendix B: Detail on Knowledge Networks Sampling
Appendix C: Test for Vignettes
Appendix D: Selected Questions from Knowledge Networks Survey
Appendix E: Detail on NELS Sampling and Data
Notes
Reference
Index
