Abstract

Women in Science Technology Engineering and Math (STEM) occupations comprise 27% of employees in STEM fields (Martinez & Christnacht, 2021). Their participation continues to drop even when they reach the highest levels of leadership in STEM industries (Chrisler et al., 2012; R. A. Miller et al., 2021; Worthen, 2021). There have been calls by universities and governments to bring women’s thought leadership to STEM fields given the massive impact STEM industries have on the economy and innovation (Beede et al., 2011; Fayer et al., 2017). A review of the literature shows that girls and women experience various levels of discrimination at every stage of their STEM pathways (V. E. Johnson et al., 2021; Settles et al, 2006). It begins in childhood, where their self-efficacy and self-confidence are lowered due to societal pressures against girls, and continues on through their academic period and well into their careers (Sadler et al., 2012; Weinhardt, 2017). Without intentional interventions, such as mentoring, female role models, and involved parents, girls and women often lose interest in STEM, even without a difference in skills against their male counterparts (O’Dea et al., 2018). Compounding the issue is that women face harassment and discrimination from the predominately male dominated environments, making for an unpleasant work and study experience (Chrisler et al., 2012; R. A. Miller et al., 2021; Worthen, 2021). The issue is much worse for underrepresented minorities who are often at the intersection of gender and race as well as sexual orientation (Crenshaw, 1989; García-López, 2008; Melaku, 2019). Using phenomenological research methods (Moustakas, 1994), Appreciative Inquiry (Cooperrider & Whitney, 2005), and Feminist Theory (hooks, 2000; Steinem, 1969) this study explores the lived experiences of 18 STEM women, specifically their success strategies and barriers from a young age to college, and through career and leadership.

Library of Congress Subject Headings

Sexual harassment of women; Bullying; Resilience (Personality trait); Women in science; Women in technology; Women in engineering; Women in mathematics

Date of Award

2024

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Gabriella Miramontes

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