Summary of Lindy Elkins-Tanton's A Portrait of the Scientist as a Young Woman

By IRB Media

Please note: This is a companion version & not the original book. Book Preview:

#1 I was a teenager in 1982, and I was interested in literature and writing. I was also interested in politics and activism, but I was afraid of nuclear war.

#2 I had a difficult time understanding how others perceived me, and I was not the master of how my actions and intentions were received. I had a difficult time relating to others, and I felt like I did not understand them.

#3 When I arrived at MIT, I was struggling with my calculus class. I had never had to study in high school, and the MIT freshman load of physics, calculus, chemistry, and a humanities class strained my weak study skills.

#4 I had grown up reading the stories of the great explorers. I read Endurance and in my mind I traveled along with Shackleton and his team as they survived the icy imprisonment and eventual destruction of their ship, and the necessary and hopefully temporary abandonment of the less able people on Elephant Island with just a freezing ledge of rock for shelter.

• Language: English
• Publisher: IRB Media
• Release date: Jul 14, 2022
• ISBN: 9798822547865

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Insights on Lindy Elkins-Tanton's A Portrait of the Scientist as a Young Woman

Contents

Insights from Chapter 1

Insights from Chapter 2

Insights from Chapter 3

Insights from Chapter 4

Insights from Chapter 5

Insights from Chapter 6

Insights from Chapter 7

Insights from Chapter 8

Insights from Chapter 9

Insights from Chapter 10

Insights from Chapter 11

Insights from Chapter 12

Insights from Chapter 1

#1

I was a teenager in 1982, and I was interested in literature and writing. I was also interested in politics and activism, but I was afraid of nuclear war.

#2

I had a difficult time understanding how others perceived me, and I was not the master of how my actions and intentions were received. I had a difficult time relating to others, and I felt like I did not understand them.

#3

When I arrived at MIT, I was struggling with my calculus class. I had never had to study in high school, and the MIT freshman load of physics, calculus, chemistry, and a humanities class strained my weak study skills.

#4

I had grown up reading the stories of the great explorers. I read Endurance and in my mind I traveled along with Shackleton and his team as they survived the icy imprisonment and eventual destruction of their ship, and the necessary and hopefully temporary abandonment of the less able people on Elephant Island with just a freezing ledge of rock for shelter.

#5

I declared geology as my major, despite not being able to handle the difficult chemistry classes. Earth and planetary science required math, chemistry, physics, and biology, but was viewed as easier than other science majors.

#6

I had the idea that the real goal was doing, not studying about. I was hired to write code for the New England seismic network, and I spent hours each day working with a couple of undergrads and a couple of grad students. I loved my job.

#7

I was in a class called Igneous Petrology in my sophomore year, and our professor, Tim Grove, was looking for an undergraduate to work on some research. I volunteered, and began asking questions. Tim answered a few,