The Discourse of Power and Gender in STEM Higher Education: A Feminist Discourse Analysis of an OpenStax General Chemistry Textbook

• In Event: AERA Virtual Poster Session 6
  In Poster Session: College Student Learning and Development (Posters): Analyzing the Discourse and Institutional Implementation

Abstract

Chemistry is the foundational course for any science major. It is part of the unified field of science, technology, engineering, and mathematics (STEM). This research explores the current call for reform to the STEM environment to become more equitable. Focusing on a general chemistry textbook, a feminist discourse analysis was utilized to examine the nature of power and gender. Chemistry in higher education was chosen due to the current deficit of women obtaining chemistry degrees or pursuing a chemistry-related career choice. How is masculine power reflected in the text? Results indicate that textbooks used in classrooms contribute to the gendered framing of STEM education and thereby contribute to the embedded nature of inequalities in the field.

Author

• Lauren Amanda Dudley, Chapman University