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ED516112 - Achieving Equity through Critical Science Agency: An Ethnographic Study of African American Students in a Health Science Career Academy

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ERIC #:	ED516112
Title:	Achieving Equity through Critical Science Agency: An Ethnographic Study of African American Students in a Health Science Career Academy
Authors:	Haun-Frank, Julie
Descriptors:	Science Careers; African American Students; Class Activities; Learning Activities; Disproportionate Representation; Ethnography; Career Academies; Allied Health Occupations Education; High School Students; Interviews; Career Choice; Occupational Aspiration; Barriers; Educational Environment; Critical Theory
Source:	ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro
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Publisher:	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Date:	2010-00-00
Pages:	243
Pub Types:	Dissertations/Theses - Doctoral Dissertations
Abstract:	The purpose of this study was to examine the potential of a High School Health Science Career Academy to support African American students' science career trajectories. I used three key theoretical tools---critical science agency (Basu, 2007; Calabrese Barton & Tan, 2008), power (Nespor, 1994), and cultural production (Carlone, 2004; Eisenhart & Finkel, 1998) to highlight the intersections between the career trajectory implied by the Academy (its curriculum, classroom activities, and clinical experiences) and the students' pursued career trajectories. Data was collected over five months and included individual student interviews, group interviews, parent and administrator interviews, field notes from a culminating medical course and clinical internship, and Academy recruitment documents. The results of this study suggest that participants pursued a health science career for altruistic purposes and the Academy was a resource they drew upon to do so. However, the meanings of science and science person implied by the Academy hindered the possibility for many participants' to advance their science career trajectories. While the Academy promised to expose students to a variety of high-status health care roles, they were funneled into feminine, entry-level positions. This study adds to previous underrepresentation literature by contextualizing how identity-related factors influence African American students' career attainment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor:	As Provided
Reference Count:	0

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Identifiers:	N/A
Record Type:	Non-Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	ISBN-978-1-1097-7367-5
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; High Schools; Secondary Education
Direct Link:	http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403689

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