Vol 12, No 1 (2020)

Table of Contents

Editorial

Re-Imagining Who Does STEM - Part 2
Sylvia Beyer
PDF
1-3

Special Issue: Re-imagining who does STEM

Effects of Classroom Quality, Gender Stereotypes, and Efficacy on Math and Science Interest over School Transitions
Joan M Barth, Stephanie Masters
PDF
4-31
Science Identity Predicts Science Career Aspiration Across Gender and Race, but Especially for Boys
Kaitlin Bodnar, Tara L Hofkens, Ming-Te Wang, Christian D Schunn
PDF
32-45
Do Social Comparisons Matter for University Major Choices? A Longitudinal Study From a Gender Perspective
Luise von Keyserlingk, Michael Becker, Malte Jansen
PDF
46-64
Do You Stand Out? Perceptions of Ability, Work Ethic, and Participation in College STEM Classes
Amy Roberson Hayes, Kristin J. Hixson, Stephanie L. Masters
PDF
65-96
“Maybe These Fields Just Don’t Interest Them:” Gender and Ethnic Differences in Attributions about STEM Inequities
Sara Rachel Kent, Jennifer E John, Rachael D. Robnett
PDF
97-121
STEMing from scholarship and resilience: A case study focusing on U.S. undergraduate women who are thriving in STEM
Sarah E Thoman, Tori DiBona, James Abelar, Rachael D Robnett
PDF
122-151
Cultural Stereotypes and Sense of Belonging Contribute to Gender Gaps in STEM
Allison Master, Andrew N. Meltzoff
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152-198