The Socialization of Females

The Sub-Questions

In general, the ten main sub-questions in the Interview Protocol attempted to provide an overview for the "who," "where," "when," "what," and "why" of the participants' lives. To lend greater clarity and give synthesis to this discussion, sub-questions that address aspects of the same issues will be grouped together. In the sub-questions discussion, I will focus on both the universality and uniqueness inherent in many of the participants' experiences.

Sub-Questions One, Two, and Three

Sub-questions one, two, and three constitute different aspects of a single theme—why the participants were drawn to technology careers. Sub-question one asked, "What personal, cultural, and/or institutional factors provided a context for these women's developmental process?" and focused toward external factors. Sub-question two inquired, "Within what contexts did these women's attitudes, abilities and dispositions for using technology evolve?" and tended to elicit responses that veered toward internal factors. Finally, since the literature indicated a home environment has such an overarching influence in a child's life in terms of sexual stereotyping (French, 1990), as well as shaping the child's personality, abilities, and motivational attitudes (Eccles & Hoffman, 1984), sub-question three is included in this group. It asked, "What events in the home experiences, if any, reverberated into technological career choices?"

The data to determine why these participants were drawn to MST career paths emerged from responses to interview protocol questions such as: "Where did you learn the skills for this profession?" and "What were some of your earliest experiences with mathematics/science or technology?" The reasons were varied and often complex. However, the data indicated that many of these women were often initially influenced by either an encouraging male figure within their personal sphere, and/or by a teacher in the educational sphere.

By imitation and identification with this adult, whether a teacher-parent in informal settings, or a professional teacher in academic settings, the participant patterned her procedures or routines after the teacher's style. Sissy noted, "I remember my 2nd grade math teacher…which kinda strikes me, that being such an early grade. But her being such a good teacher led me eventually to the math degree…and influences the way I teach now." Such responses confirm research that indicated the tremendous part an appropriate role model or mentor can play in the influence of a child's career choice (Wright & Hounshell, 1981).

Like Sissy, many participants commented that exposure to a strong female technological role model played a significant part in their choosing MST career paths. Germaine noted, "When I saw this woman computer science teacher, I was overjoyed. I was hopeful. Because I realized the door was open and that I had been putting this limitation on myself." Such comments coincide with research which maintained that role models perceived as more similar are more likely to be imitated (Becker, 1985; Maccoby & Jacklin, 1974).

On the other hand, many participants were influenced by role models of a different gender. For example, eight women indicated they had substantial encouragement of technical/mechanical knowledge growth from fathers, male siblings, and male peers. Sophie commented, "My father was a process engineer. He was a tinker and he encouraged me to be a tinker." However, these participants' experiences do not coincide with research which indicated that many fathers do not expect daughters to do well in MST related areas (Mann, 1994; Nelson & Watson, 1991; Poole, 1998). In light of the excellence these women have been able to achieve in MST environments, this seems an important consideration.

While many participants had strong male influences, some of these same women also indicated they were drawn to MST careers because of their own innate interests and abilities. Rinky noted, "It was always a fascination with inventions. It was right from the start." However, in these cases, the child's interest was fostered by someone who recognized and supported her MST aptitudes. Such scenarios are reminiscent of educational philosophers who encourage the development of more student-centered curricula (Dewey, 1966; Rugg & Shumaker, 1998).

Others were drawn to MST careers for various reasons, such as Jo's psychological need for acceptance; "I went into computers to impress my parents, particularly my father." Some needed to put themselves through the rigors of such an experience to prove their intelligence to themselves. At least half were attracted to MST career paths because they found they could apply technology to other kinds of real world interests, such as teaching or proactive environmental objectives. Then, too, technology was often seen as empowering and liberating for themselves and for others, both personally and economically. Rinky commented, "It's the dawn of a new information age. Technology professions offer equal opportunities." Madison added, "Information is power. I think women are beginning to see that."