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ERIC Number: EJ1236551
Record Type: Journal
Publication Date: 2019-Dec
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
EISSN: N/A
Pathways, Intersections and Leaky Pipelines: The Cognitive Function of Metaphors for Research on STEM Careers
Tajmel, Tanja
Cultural Studies of Science Education, v14 n4 p1105-1113 Dec 2019
With the present forum contribution, I respond to the paper "Discerning contextual complexities in STEM career pathways--Insights from successful Latinas" by Alejandro Gallard Martínez, Wesley Pitts, Silvia Lizette Ramos de Robles, Katie L. Milton Brkich, Belinda Flores Bustos, and Lorena Claeys. I aim to augment the thoughts of Gallard Martínez et al. with a meta-analysis of the specific methodological approach. I point out the function and, likewise, the importance of metaphors for modelling and theoretically conceptualizing research. I argue, that metaphors have a clarifying function in accentuating the focus and perspective of research, which, in consequence, influences the theoretical modelling, and, in particular, the choice of research methods and the data interpretation. I focus on the three concept domains, PIPELINE, PATHWAY and INTERSECTION, as each concept provides knowledge structure, which, in current research, is projected on STEM careers of women. Further, I elaborate limitations of the leaky pipeline metaphor, as it does not provide adequate structural similarities to highlight the situated social, cultural, and historical dimensions of STEM, as well as their materialization in individual experiences and the positioning of human beings. I close my contribution by highlighting approaches of intersectional analysis in the field of STEM.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A