| The technological gender gap represents a well-established societal pattern. This dissertation sought to investigate the experiences of women who have taken career paths into traditionally male dominated mathematical, scientific, and/or technological (MST) fields, and who have excelled in their respective professions. The study began with a single overarching question, "What internal and/or external factors aided the participants' success in technological environments, and/or hindered their progress?";The study had theoretical underpinnings in several research areas: (1) cognitive, social, and psychological child development, (2) educational philosophies, (3) play as socialization agent, and (4) feminist theory. Given this framework, the study examined the historical enculturation and socialization thesis of the technology gender gap. Differing perspectives were presented.;The qualitative design included in-depth interviews with 12 women. Six participants were MST career veterans (guides) who have been through the ins and outs of forging paths towards change. Six were younger women (pathtakers) who have recently made technological related career-choices. Since prior research indicated adolescence is a crucial time for the emergence of MST related gender disparities, the study included questions concerning the participants' adolescent years. This design facilitated a holistic understanding of the participants' abilities, attitudes, and relationships.;The study's results reinforced prior research, which indicated that role models, scaffolding, and collaborative, hands-on, reality-based assignments facilitate girls' interest in MST. New findings revealed that question asking and risk-taking traits were participant commonalties. The infusion of play elements into MST learning environments, by parents and/or teachers, emerged as strong motivating factors---especially low threat, high challenge tinkering activities. Fathers, male peers, and/or siblings were strong role models/mentors in encouraging tinkering and providing scaffolding.;Recommendations for parents, educators, and the greater society were given. These suggestions called for fostering girls' MST cognitive growth, via teaching and learning methods that focus on strengthening their self-esteem, as well as increasing their interest in, and awareness of, MST's relevance to their fives. Communities, schools, and parents were urged to form partnerships in this effort. |
