A Phenomenological Study of Irish and Portuguese Women’s Experiences of Receiving Family Support When Studying STEM Subjects at Technical Institutes

Authors

Shannon Chance, Technological University DublinFollow
B. Williams, Universidade de Lisboa

Document Type

Conference Paper

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

*pedagogy

Publication Details

44th. SEFI Conference, 12-15 September, Tempere, Finland

Abstract

This paper reports a research study of women’s experiences of receiving family support when studying science, technology, engineering, and mathematics (STEM) subjects at technical institutes in Ireland and Portugal. Specifically, it reports phenomenological analysis of 19 interviews conducted during the 2014-­2015 academic years with female students studying engineering subjects at technical institutes in Ireland and Portugal. It identifies forms of positive support received from family as well as problematic family dynamics and concerns. Parents, uncles, and aunts provide many positive forces, as do surrogates (i.e., adopted family and close mentors). Cousins and brothers also provide role models and information. For our participants, meeting family obligations and being first-­generation college students presents some challenges and stress.

Recommended Citation

Chance, S. & Williams, B. (2016). A phenomenological study of Irish and Portuguese women’s experiences of receiving family support when studying STEM subjects at technical institutes. 44th. SEFI Conference, 12-15 September, Tempere, Finland.