Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place

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dc.contributor.advisorRoss-Gordon, Jovita M.
dc.contributor.authorBoakye, Owusu Ansah
dc.contributor.committeeMemberLarrotta, Clarena
dc.contributor.committeeMemberPulliam, Rose M.
dc.contributor.committeeMemberReardon, Robert F.
dc.date.accessioned2018-06-12T18:18:21Z
dc.date.available2018-06-12T18:18:21Z
dc.date.issued2018-05
dc.description.abstractThe low involvement of girls and women in STEM fields can be noticed at all levels of education, with an inclination for female participation to diminish as the level of education rises (UNESCO, 2016). This is reflected in the labor market where their participation further diminishes all through their career path, and women are generally missing in higher level managerial and decision-making positions (UNESCO, 2016). This is a phenomenological qualitative study which sought to examine the lived experiences of 11 Ghanaian female lectures and professors in the Science, Technology Engineering, and Mathematics fields. The research questions guiding this study were: 1. What are the lived experiences of Ghanaian female lecturers/professors who graduated from STEM doctoral programs? 2. What facilitated the resiliency of Ghanaian women who graduated from STEM doctoral programs? 3. What support systems did Ghanaian female lecturers/professors ascribe to their success while seeking after their doctorate? 4. How have their lived experiences affected their practice as STEM lecturers/professors? Data sources included phenomenological interviews, artifacts, and the researcher’s journal. Utilizing Seidman’s (2006) structure of phenomenological interviewing approach afforded me the opportunity to collect rich data that served as a detailed foundation for the findings and conclusions (Soesbe, 2012). Colaizzi’s (1978) phenomenological data analysis method was used as a data analysis methodology.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent300 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationBoakye, O. A. (2018). <i>Ghanaian female STEM lecturers and professors transcending barriers: The kitchen is no longer our place</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/7292
dc.language.isoen
dc.subjectSTEM education
dc.subjectGhanaian female STEM faculty in STEM fields
dc.subjectSTEM doctoral journey
dc.subjectRace and gender in STEM PhD journey
dc.subject.lcshMinority college teachersen_US
dc.subject.lcshWomen college teachersen_US
dc.subject.lcshWomen in higher educationen_US
dc.subject.lcshPhenomenologyen_US
dc.titleGhanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychology
thesis.degree.disciplineAdult, Professional, and Community Education
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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