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Life Stories of Graduate Students in...

Silva Fernandez, Marta A.

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Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood./
Author:	Silva Fernandez, Marta A.
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559835
ISBN:	9781303052774

Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood.
Silva Fernandez, Marta A.

Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood. - 214 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of California, Santa Barbara, 2013.

The purpose of this cross-national study was to gain a more comprehensive understanding about doctoral students in the United States and Chile and how their decisions to pursue a career in the life sciences field occurred throughout their lives. . I interviewed 15 doctoral students from the Seven Lakes University (Chile) and 15 students from the West Coast University (US), using a life history approach. Analyses revealed that the degree of flexibility in the schooling system and the degree of individualism and collectivism of the social groups in which the students were learning science seemed to influence the informants' vocational decisions in three interrelated processes: (1) Deciding the informants' degree of interest and ability in science by the opportunity of choosing science classes and activities. The highly tracked Chilean system socializes students to science at an early age. The more flexible school system in the US enabled the interviewees to gradually decide about pursuing their interest in science; (2) Experiencing science as a collective learning process for the Chilean informants and an individualistic learning process for the US students; (3) Perceiving science differently at each life stage for both groups of interviewees including: Playing science, Studying science, Doing science, Working in science, Practicing Science in their doctoral programs.

ISBN: 9781303052774Subjects--Topical Terms:

521340
Science education.

Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood.
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100 1 $a Silva Fernandez, Marta A. $3 3177759
245 1 0 $a Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood.
300 $a 214 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Advisers: Mary B. Brenner; Julie A. Bianchini.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 2013.
520 $a The purpose of this cross-national study was to gain a more comprehensive understanding about doctoral students in the United States and Chile and how their decisions to pursue a career in the life sciences field occurred throughout their lives. . I interviewed 15 doctoral students from the Seven Lakes University (Chile) and 15 students from the West Coast University (US), using a life history approach. Analyses revealed that the degree of flexibility in the schooling system and the degree of individualism and collectivism of the social groups in which the students were learning science seemed to influence the informants' vocational decisions in three interrelated processes: (1) Deciding the informants' degree of interest and ability in science by the opportunity of choosing science classes and activities. The highly tracked Chilean system socializes students to science at an early age. The more flexible school system in the US enabled the interviewees to gradually decide about pursuing their interest in science; (2) Experiencing science as a collective learning process for the Chilean informants and an individualistic learning process for the US students; (3) Perceiving science differently at each life stage for both groups of interviewees including: Playing science, Studying science, Doing science, Working in science, Practicing Science in their doctoral programs.
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