Abstract

This paper illuminates some of the factors that shape the educational goals and outcomes of African women who pursued graduate studies in scientific disciplines at western universities between the 1960s and 1990s. Based on a qualitative study of 15 African women scientists, almost all of whom are employed in academic institutions in their respective countries, I examine how racism, Third World location, and gender bias affected their graduate education experiences in scientific disciplines. The study also addresses the extent to which the women were aware of how these factors affected how they were perceived and mentored by professors, interacted with peer groups, as well as managed the demands of graduate school along with marriage and family relations. The study demonstrates why issues of diversity are salient to the discourse on ways to address the recruitment and retention of women in science.

pdf

Additional Information

ISSN
2151-7371
Print ISSN
2151-7363
Pages
pp. 116-135
Launched on MUSE
2004-05-27
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.