| Relatively few women are welcomed into the world of academia, particularly in the male-dominated fields of science, mathematics, and engineering (SME). At the majority of institutions of higher education, women are found in less than 10 percent of the faculty positions in SME disciplines (Sonnert, 1995). Socialization and mentoring are key ways in which faculty succeed in higher education (Clark & Corcoran, 1986; Pistole, 1994). The purpose of this study was to discover the factors that make up the socialization process for women faculty in SME and the role of mentoring in women SME faculty members' professional careers.;This qualitative study tells the stories of the socialization and mentoring experiences of women faculty in SME. The primary method of data collection for this study was multiple, semi-structured, in-depth interviews with the women faculty participants. In particular, I sought to understand how these women have constructed meaning from all the phenomena that create an experience of socialization and mentoring within academe---their environment, perceptions, beliefs, and conversations with others---in order to capture some of the meaning in the experiences of these women, and to give that meaning voice and power.;The findings indicated a variety of influences on the participants' choice to enter SME academic fields---parents, teachers, professors, interests, and at times, chance. When participants reflected on their early life-stories, three primary findings emerged: (1) supportive parents assisted with their SME identity development, (2) educational experiences enhanced their interest in SME, and (3) opportunities existed for them to experience anticipatory socialization into SME academic disciplines. As their life-stories progressed, additional findings emerged surrounding their faculty experiences, the women: (1) transitioned to academe (with some dissonance and lack of knowledge of what to expect), (2) built mentor relationships, (3) learned opportunities "on the job," (4) balanced professional and personal roles, and (5) made meaning from their experiences as women SME academics.;The majority of the women in the study identified a growing awareness of gender issues and concerns during their undergraduate and graduate years as they went through the anticipatory stages of their socialization into academe. Participants often turned to male advisors and colleagues to provide them with the knowledge needed for success in academia and within their specific fields because there were not key females to provide these roles. Changes to the culture of SME are necessary to enhance women's experiences in SME and reverse their migration from SME. For many of these departments, men will need to be the initial leaders in creating atmospheres in which women can develop their talents and provide role models for future girls and women interested in faculty positions in SME disciplines. |
