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The Gender Gap in STEM

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). “Balancing Acts”: Elementary School Girls’ Negotiations of Femininity, Achievement, and Science. Science Education, 96(6), 967–989. http://dx.doi.org.proxy048.nclive.org/10.1002/sce.21031

Hughes, G. (2000). Marginalization of Socioscientific Material in Science-Technology-Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform. Journal of Research in Science Teaching, 37(5), 426–440. https://doi.org/10.1002/(SICI)1098-2736(200005)37:5<426::AID-TEA3>3.0.CO;2-U

Kricorian, K., Seu, M., Lopez, D., Ureta, E., & Equils, O. (2020). Factors influencing participation of underrepresented students in STEM fields: Matched mentors and mindsets. International Journal of STEM Education, 7(1), 16. https://doi.org/10.1186/s40594-020-00219-2

Leslie, S.-J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262–265. https://doi.org/10.1126/science.1261375

McKenna, R. L.-P. (2016). Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. In ProQuest LLC (p. 235). http://www.proquest.com/eric/docview/1968422819/ED84622630454F1DPQ/15

Nurramadhani, A., Lathifah, S. S., & Yamin. (2021). Gender differences in science learning: How is students’ questioning quality through STEM based e-module? Journal of Physics: Conference Series, 1806(1), 012134. https://doi.org/10.1088/1742-6596/1806/1/012134

Shapiro, J. R., & Williams, A. M. (2012). The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields. Sex Roles, 66(3–4), 175–183. https://doi.org/10.1007/s11199-011-0051-0

Vincent-Ruz, P., & Schunn, C. D. (2017). The increasingly important role of science competency beliefs for science learning in girls. Journal of Research in Science Teaching, 54(6), 790–822. https://doi.org/10.1002/tea.21387

Effective Pedagogy

Bahnson, A., Wilcox, J., Kruse, J., & Schou, T. (2020). From Surviving to Thriving: Teaching Social Emotional Learning Alongside the “NGSS.” Science Teacher, 87(7), 28–34.

Chu, S. L., Angello, G., Quek, F., & Suárez, M. (2016). A Systemic Analysis of Making in Elementary Schools: Understanding Making for Children through Activity Theory (p. 482). https://doi.org/10.1109/ICALT.2016.11

Clark, R. E., & Martin, S. (2018). Behavioral Neuroscience of Learning and Memory (1st ed. 2018.). Springer International Publishing. https://doi.org/10.1007/978-3-319-78757-2

Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. https://doi.org/10.1353/foc.2016.0013

Farmer-Dougan, V., & Alferink, L. A. (2013). Brain Development, Early Childhood, and Brain-Based Education: A Critical Analysis. In L. H. Wasserman & D. Zambo (Eds.), Early Childhood and Neuroscience—Links to Development and Learning (pp. 55–76). Springer Netherlands. https://doi.org/10.1007/978-94-007-6671-6_5

Henry, E. N., & Munn, B. (2020). Girls in Science, Technology, Engineering, and Math: From Camps to Careers. Journal of Extension, 58(2). http://www.proquest.com/eric/docview/2459015673/5D2DB9D3935B42E6PQ/8

James, A. N. (2009). Teaching the Female Brain: How Girls Learn Math and Science. SAGE Publications.Kolokouri, E., & Plakitsi, K. (2013). A Cultural Historical Scene of Natural Sciences for Early Learners. In K. Plakitsi (Ed.), Activity Theory in Formal and Informal Science Education (pp. 197–228). SensePublishers. https://doi.org/10.1007/978-94-6091-317-4_8

Vongkulluksn, V. W., Matewos, A. M., & Sinatra, G. M. (2021). Growth mindset development in design-based makerspace: A longitudinal study. The Journal of Educational Research, 114(2), 139–154. https://doi.org/10.1080/00220671.2021.1872473

Wade-Jaimes, K., Cohen, J. D., & Calandra, B. (2019). Mapping the evolution of an after-school STEM club for African American girls using activity theory. Cultural Studies of Science Education, 14(4), 981–1010. https://doi.org/10.1007/s11422-018-9886-9

Wunnenberg, L. (2021). STEM-ing the gap: A curriculum for informal STEM education for middle school girls using female role models in STEM careers (2021-27911-298; Issues 8-A) [ProQuest Information & Learning]. https://login.proxy048.nclive.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-27911-298&site=ehost-live

NGSS

Bahnson, A., Wilcox, J., Kruse, J., & Schou, T. (2020). From Surviving to Thriving: Teaching Social Emotional Learning Alongside the “NGSS.” Science Teacher, 87(7), 28–34.

Bathgate, M. E., Schunn, C. D., & Correnti, R. (2014). Children’s Motivation Toward Science Across Contexts, Manner of Interaction, and Topic: CHILDREN’S MOTIVATION TOWARD SCIENCE. Science Education, 98(2), 189–215. https://doi.org/10.1002/sce.21095

Cian, H., Marshall, J., & Cook, M. (2019). Formatively Assessing NGSS: Three Models of Formative Assessment for Addressing NGSS Domains. Science Teacher, 86(6), 44–49.

Next Generation Science Standards. (n.d.). Retrieved December 4, 2021, from https://www.nextgenscience.org/