A Research Career As An Experimental Physical Chemist

For most of my childhood, I have been fascinated by the power that science has to transform humanity. Due to this belief, I developed a keen interest in the science of chemistry. In my opinion, chemistry is a puzzle that provides insight about our surroundings, similarly, by attending Tufts University I will gain different viewpoints which I will use to pursue my future endeavors. Consequently, the endless opportunities at Tufts University combined with my passion for new discoveries, commitment to fruitful endeavors and the determination required for success will produce a stimulating learning environment in which I feel I belong.

Chemistry is a major which uses theory and experimentation to study matters, physical substances and synthesis reactions. It is a board major which can combine to other fields such as Chemistry and Biological Sciences, Chemical Physics, Chemical Synthesis and Reactivity, Material or Polymer Sciences and so on. According to the definition on the website of the college of chemistry of the University of California, Berkeley, the Bachelor of Science Degree in Chemistry prepares “students for careers as professional chemists and serves as a foundation for careers in other fields such as biology and medicine” (para. 1). Chemistry plays a critical role in developing economic growth and improving our quality of life. There are a lot of chemical jobs in the United Sates such as analytical chemists, chemical engineers, healthcare scientists, clinical biochemists, forensic scientists, pharmacologists, research scientists, toxicologist.

Interestingly enough, there are many traditional and social reasons responsible for girls decision of not getting involved in math and science. However, the main reason why females are behind in the field of science and technology is “Inflicted female disability” i.e. turning themselves away from studies. In adolescence, girls begin to fear that they will be unattractive to boys if they are typed as “brains” (Susan 114). So, they try to keep themselves away from advanced biology, physics, calculus and other studious subjects. Although we are in the 21st century and are the supporter of gender equality however the underlying discrimination

I plan to major in chemical engineering at UNR. Possessing a thirst for discovering how the world functions through the lense of science, I am interning with Dr. Casey in the Chemistry Department to experience chemistry firsthand. Alongside the heavy workload, I will balance volunteering with Dean’s Future Scholars at UNR, I’ve dedicated 200+ hours to the group and look forward to helping out the lives of low-income, first generation kids like myself. I’ll advance from college into the real world examining life at the atomic level while giving back to the

Before women to get more involved in the STEM fields women first have to go and get degrees in STEM undergraduate programs. One way to help change this is the lack of female role models. Girls need role models to show that they can be successful in STEM fields. If there are such strong gender stereotypes it might be discouraging women from pursuing STEM education and STEM jobs. It is complicated to get young women role models because the people who are part of the hiring team said that were less likely to say they would hire the female applicants overall and that they would offered them lower salaries and fewer mentoring opportunities. This is a problem because women will be less likely to want to get into these fields because they will have to work so much harder to get the same recognition as the males. Young girls will be more interested in getting into one of these fields where they fear comfortable. Young girls need a role model like Emily Roebling who studied math and science and became the chief engineer in the building of the Brooklyn Bridge in 1860. Another reason that girls are less likely to pursue these majors is gender stereotyping, and less family-friendly flexibility in the STEM fields. Across all STEM fields, female PhDs have lower rates of patenting and entrepreneurship than do male PhDs. This difference is most pronounced in physics, astronomy and the computer sciences, in which women earned only 1 in 5 PhDs. There is a need to encourage and support women in

She has worked with women who are entering fields all across the STEM spectrum and was able to touch on personal stories from her students along with her own experiences as a woman in the workforce. The leader in her character is displayed as she touches on the powerful emotions she experiences when working with some of the most gifted STEM women that we should expect to make strides in the future. Women such as those she works with at the Douglass Project only have one ceiling to break through. It has nothing to do with their talents and capabilities, but rather everything to do with the negative stigmas in our society. For the sake of these women, speaking to Beth has pushed me to use my voice even more than I ever have before. I also hope to share certain pieces of this interview with a woman who is passionate about science, but maybe doubts her ability to do well in the field based on these stigmas. Overall, having this interview with Beth has strengthened my passion for being an advocate on the solutions needed to combat this

I found that changing how the media portrays them can help decrease discrimination towards women in these fields. To the studies that most correlate, maybe adding what viewers think could help a lot. That might help to pinpoint what others see and take it into account when doing the media study. By asking female science students of 21-22 years old, a better insight was gained about what it is like to be studying such fields, and what they saw in the media is different from what the general public sees. Martinot, Bages, and Desert (2012) describe how negative gender stereotypes do have an impact on students’ self-evaluations, which in turn influences their academic career choices (Martinot, Bages, and Desert 2012). From asking the general public, it was learned that not a lot of people have a straight opinion on whether it is negative stereotypes that drive young girls away. There might be a possibility that a lack of female scientist role models on TV cause girls to have less confidence that they can achieve great things. There is always going to be stereotypes no matter what in every part of society, but countering those stereotypes maybe the solution by having more positive female scientist role-models like Ms. Frizzle from Magic School Bus or Maddie Fenton from Danny Phantom, or even a more modern one a main character who is a normal teenage girl who loves engineering and goes through life like any other kid. If young girls see more brilliant, relatable, and great female scientist characters they might have more inspiration or motivation to be like those characters. This is affected when some TV shows put female scientist characters as main characters/supporting characters and make them ditzy like they do in Big Bang Theory or they have them be brilliant but show up once. What

I am extremely eager to become a Wildcat and to begin working towards and achieving my goals at K-State. Attending medical school is my foremost priority, so with the help of the professors, I hope to excel academically and become a competitive candidate. Due to my deep love for learning, I am anxiously looking forward to the new concepts and ideas I will discover in the classrooms and labs. Additionally, I aspire to be involved in a research project at some point. The process of creating new medications and researching their effects on the body is fascinating to me, so I want to become part of a chemistry team. Speaking with Dr. Culbertson made me so excited for the years and opportunities ahead in the Chemistry Department. The emphasis K-State

This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

Research is the driving force behind all scientific innovations. Gathering talented and passionate people to increase the understanding of the world to ultimately apply a field of science changes the world. I am currently in my third year of double majoring in chemistry and biology at Concordia University Nebraska. I have thoroughly enjoyed my studies thus far—from learning why drugs have a specific impact on the body to predicting electron movement between molecules—and I look forward to learning more. But at such a small school, one educational experience that is missing is the in-depth, focused research projects like those available at KU.

My decision to pursue undergraduate degree in the United States was received with a lot of skepticism by my family members. Because a career in chemistry is unfortunately not considered as rewarding as compared to careers in medicine or business. Successful chemists are not very heard of in Nepal, and this stems from the fact that not many institutions in Nepal have opportunities for research in Chemistry. My deep interest in this field and a fair bit of persuasion helped me convince my parents to support me in my educational endeavor and therefore I came to Wesleyan College to study chemistry. My desire to become chemical engineer after attending college for two years come from my exposure in this field during an internship at the University of Minnesota over the summer.

The discovery of interests in school begins at a young age, “career aspirations based on individual aptitudes, interests, and values are formulated during adolescence and shape the academic choices that lead to the STEM career pipeline” (Wang 771). Girls may discover that they are interested in science or mathematics at an early age, but they are generally compared to their male counterparts, who are given more attention at a younger age to pursue careers in this field. This time frame is critical, if attention is not given and more concentration is placed, girls may lose interest or consideration in the subject, seeing that it has nothing to offer for them. Jill Bystydzienski asserts, “little attention is paid, however to girls’ engagements with engineering during early stages of decision making” (1-2). If young females were given personal interactions with a field, they can then decide if they have a further interest in the subject. With no introduction to the field in middle school or even high school, the girls do not really understand what they can do with the profession. Some may explore options on their own, and others may just bypass the opportunities that could await them, “young girls cannot possibly consider opportunities they do not know exist” (“Why STEM”). Even when interest is expressed by girls at a young age they still do not have as many resources to opportunities to learn more about the

Being a first generation college graduate, I epitomize the dreams and sacrifices made by my parents. They made it their life ambition to provide me with the best resources within their capacity. In my journey as a Chemical Engineer, I have experienced and appreciated the magnificence of Chemical Engineering - nano-scale to macro-scale, be it working in an R&D facility or professionally working as a Process Engineer in the Refinery.

In fifth grade, my classmates voted me most likely to cure cancer. As a typical ten-year-old, I remember feeling disappointed that I was not selectedvoted most likely to become a rockstar or an actress. However, looking back, I realize that my passion for science and math was significant and recognized even at a young age. My eagerness to learnThis recognition asfrom an budding studentearly age drove me to crave knowledge aboutlearning about chemistry, biology, and physics. Likewise, my curiosity about how and why things work is the reason I chose to major in chemical engineering at Bucknell University.

Having taught General Science to primary and middle school students (ages 9-11) and Chemistry to secondary section students (ages 13-15), I have observed a change in the students’ approach towards the study of Science. As the students progressed to higher grades, they started losing their interest in science. Applying scientific concepts in practical scenarios became a challenging process and yet, many continued to study science simply due to the pressure of choosing a career in the field of medicine or engineering.