J. Hoegh - Academia.edu (original) (raw)

Papers by J. Hoegh

Research paper thumbnail of Modeling the Career Pathways of Women STEM Faculty

Research paper thumbnail of Institutional Ethnography as a Method to Understand the Career and Parental Leave Experiences of STEM Faculty Members

Research paper thumbnail of STEM Faculty and Parental Leave: Understanding an Institution's Policy within a National Policy Context through Structuration Theory

Women continue to face barriers and unequal expectations in the academy. Parental leave policies ... more Women continue to face barriers and unequal expectations in the academy. Parental leave policies have been instituted in many countries to help address some of these barriers. Nevertheless, many researchers have found that the presence of such policies is not enough to ensure they are used by those they were intended for. We conducted an in depth qualitative study of one midwestern university in the United States to better understand difficulties that arise with policy usage. The United States is an interesting case to study as it has a weak national policy for parental leave and some institutions with stronger policies, including the one we studied here. Our results suggest that the policy does not account for many aspects of academic careers and that the policy is under-utilized or undermined by contextual pressures, as other researchers have found around the globe. The results also demonstrate that structuration theory is a useful framework for analyzing how faculty members are constrained by and act within or transform a policy. Importantly, we find that the lack of a national policy and fragmented policies across institutions further complicates faculty members' use of parental leave at this institution. This has implications for other national and institutional policy imbalances.

Research paper thumbnail of Exploding pipelines: Mythological metaphors structuring diversity-oriented engineering education research agendas

Research paper thumbnail of Modeling the career pathways of women STEM faculty through oral histories and participatory research methods.

Women increasingly earn advanced degrees in science, technology, and mathematics (STEM), yet rema... more Women increasingly earn advanced degrees in science, technology, and mathematics (STEM), yet remain underrepresented among STEM faculty. Much of the existing research on this underrepresentation relies on “chilly climate” and “pipeline” theoretical models to explain this phenomenon. However, the extent to which these models follow women’s actual career pathways has been undertheorized. Further, alternative metaphors may more aptly describe the career pathways of women STEM faculty. In our broader research project, we examine the ways women’s career pathways into STEM faculty positions are similar to and/or different from chilly climate and pipeline models, and if they vary based on race and/or ethnicity. At present, we focus on the ways oral histories and participatory research methods allow us to model the career pathways of women STEM faculty.

Our goal is to illustrate how oral history and participatory research are effective methods to:

  1. identify women’s career pathways into STEM faculty;
  2. compare and contrast career pathways to climate and pipeline metaphors as well as discover new metaphors;
  3. identify critical points in women’s career pathways; and
  4. discover new information about women’s paths into STEM faculty.

We describe early results from a set of semi-structured interviews of women faculty in STEM disciplines collected as part of research done through an ADVANCE grant, a NSF- funded project intended to achieve improved career success for women faculty in STEM disciplines. Interviews begin with oral histories that give context, depth, and structure to women’s pathways into STEM faculty careers. Through participatory research methods, we tell participants the goals of the research and ask them to discuss, challenge, and suggest ways institutions may improve career success for women STEM faculty. Taken together, career pathways are modeled and compared with chilly climate and pipeline models. This innovative methodological approach will inform policy, recruitment procedures, and ways to retain women faculty.

Research paper thumbnail of Modeling the Career Pathways of Women STEM Faculty

Research paper thumbnail of Institutional Ethnography as a Method to Understand the Career and Parental Leave Experiences of STEM Faculty Members

Research paper thumbnail of STEM Faculty and Parental Leave: Understanding an Institution's Policy within a National Policy Context through Structuration Theory

Women continue to face barriers and unequal expectations in the academy. Parental leave policies ... more Women continue to face barriers and unequal expectations in the academy. Parental leave policies have been instituted in many countries to help address some of these barriers. Nevertheless, many researchers have found that the presence of such policies is not enough to ensure they are used by those they were intended for. We conducted an in depth qualitative study of one midwestern university in the United States to better understand difficulties that arise with policy usage. The United States is an interesting case to study as it has a weak national policy for parental leave and some institutions with stronger policies, including the one we studied here. Our results suggest that the policy does not account for many aspects of academic careers and that the policy is under-utilized or undermined by contextual pressures, as other researchers have found around the globe. The results also demonstrate that structuration theory is a useful framework for analyzing how faculty members are constrained by and act within or transform a policy. Importantly, we find that the lack of a national policy and fragmented policies across institutions further complicates faculty members' use of parental leave at this institution. This has implications for other national and institutional policy imbalances.

Research paper thumbnail of Exploding pipelines: Mythological metaphors structuring diversity-oriented engineering education research agendas

Research paper thumbnail of Modeling the career pathways of women STEM faculty through oral histories and participatory research methods.

Women increasingly earn advanced degrees in science, technology, and mathematics (STEM), yet rema... more Women increasingly earn advanced degrees in science, technology, and mathematics (STEM), yet remain underrepresented among STEM faculty. Much of the existing research on this underrepresentation relies on “chilly climate” and “pipeline” theoretical models to explain this phenomenon. However, the extent to which these models follow women’s actual career pathways has been undertheorized. Further, alternative metaphors may more aptly describe the career pathways of women STEM faculty. In our broader research project, we examine the ways women’s career pathways into STEM faculty positions are similar to and/or different from chilly climate and pipeline models, and if they vary based on race and/or ethnicity. At present, we focus on the ways oral histories and participatory research methods allow us to model the career pathways of women STEM faculty.

Our goal is to illustrate how oral history and participatory research are effective methods to:

  1. identify women’s career pathways into STEM faculty;
  2. compare and contrast career pathways to climate and pipeline metaphors as well as discover new metaphors;
  3. identify critical points in women’s career pathways; and
  4. discover new information about women’s paths into STEM faculty.

We describe early results from a set of semi-structured interviews of women faculty in STEM disciplines collected as part of research done through an ADVANCE grant, a NSF- funded project intended to achieve improved career success for women faculty in STEM disciplines. Interviews begin with oral histories that give context, depth, and structure to women’s pathways into STEM faculty careers. Through participatory research methods, we tell participants the goals of the research and ask them to discuss, challenge, and suggest ways institutions may improve career success for women STEM faculty. Taken together, career pathways are modeled and compared with chilly climate and pipeline models. This innovative methodological approach will inform policy, recruitment procedures, and ways to retain women faculty.