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|Gender & Science bibliography from Laura McCullough, University of Wisconsin-Stout. McCulloughL@uwstout.edu|
Last updated December 2010
. "Gender & Diversities Institute: A global learning exchange for practice and research.". from www.edc.org/GDI
Institute brings together scholars, practitioners, community represetatives, parents, students, and business leaders from around the world to create and share research, practice, and policy around gender and diversities. Institute generates, collects, synthesizes, shares, and advances knowledge with the goal of creating inclusive education practices world-wide. Institute connects, informs, and mobilizes people and organizations committed to creating gender-healthy education and workplaces. Examines the social and cultural issues that affect the lives of women and men. Continually integrates field-based projects with research, simultaneously examining relationship between gender and race, ethnicity, language, disability, and economic class.
Points of View: Discussion Summary: 1-81.
On November 12, 1997, the AAUW Educational Foundation convened a historic roundtable of
educational scholars to examine the collected research on single-sex education in grades K-12
generated over more than two decades. The purpose of the one-day forum was to identify key
findings for use by the broader education and research community, while correcting misperceptions
and pinpointing areas needing further study. The 16 prominent researchers who took part
in the roundtable shared a desire to help clarify the subject’s complexities for educators, who are
grappling increasingly with the question of what role, if any, single-sex education should play in
national educational reform.
(1992). "Women in Science: Special Issue." Science 255: 1363-1388.
(1993). "Making room for women in the culture of science." Science 260: 412-415.
(1993). "The pipeline is leaking women all the way along." Science 260: 409-411.
(1993). "Primatology articles." Science 260: 420-430.
Several articles on primatology and its relationship with women.
(1993). "Gender and the Culture of Science." Science.
(1994). "Women in Science: Comparisons across Cultures." Science 263: 1467-1532.
(1994). "Assessing the climate for women." The Scientist 8(1): 1.
The Association for Women in Science is planning to conduct "site visits" to evaluate the work environment for women in United States academic science. The project is modeled after a similar initiative by two physics societies.
(1994). "1992 AIP salary survey released." Physics Today 47: p. 52.
Educational and employment statistics division of the AIP has released its latest report on salaries.
(1994). Proceedings of the National Conference on Successful College Teaching Successful College Teaching, Orlando, Florida.
(1996). "Backlash strikes at affirmative action programs." Science 271: 1908-1910.
(1996). "Facing the big chill in science." Science 271: 1902-1905.
(1996). "Computer culture deflects women and minorities." Science 271: 1915-1916.
(1997). Examining Gender Issues in Public Schools. NY,NY, Metropolitian Life Insurance Company.
(2000). I liked science, but now what do I do? Young women's perspectives following high school. Edmonton, Alberta, Alberta University: 9.
Used Super's theory of voc. dev. and choice as the basis for looking at implementation of the self concept in an occupation. Focus groups 123 women enrolled in science programs. Women identified factors that either enhanced or inhibited their prospect of successfully completing post-secondary education in SMET.
(2000). Women, minorities, and persons with disabilities in science and engineering: 2000. Arlington, VA, National Science Foundation: 247.
This report, the 10th in a biennial series, provides data on the participation of women, minorities, and persons with disabilities in science and engineering education and employment. The data and analyses presented here can be used to track progress, inform the development of policies to increase participation in science and engineering, and evaluate the effectiveness of such policies.
(2001). "Study Shows African American Girls Inclined to Science Early." Black Issues in Higher Education 17(26): 11.
Reports that Afro-American women are inclined to science in their high school years due to female role models, according to a study completed at The Catholic University of America. Stereotype concerning Afro-American women; Why Afro-American families invest in their daughters; Factors contributing to the interest of Afro-American women in science.
(2002). "The Gender and Science Digital Library." from www.edc.org/GDI/GSDL.
The GSDL is designed to help promote gender-equitable education in science, technology, engineering, and mathematics and increase female involvement in the sciences. Created to assist educators in integrating gender-equitable instruction into their classrooms, to create better outcomes for female students, and to increase the general perception that females play an important role within the sciences.
(2009). Women, Minorities, and Persons with Disabilities in Science and Engineering. Arlington, VA, National Science Foundation.
AAUW (1995). How Schools Shortchange Girls, New York Marlowe & Co.
A critical look at gender equity in K-12 education. Synthesizes research results in many different areas of schooling.
AAUW (1999). Gender Gaps, New York Marlowe & Co.
A follow-up report to their first book How Schools Shortchange Girls. Reports on progress made in K-12 education for gender equity in many areas of education.
Abir-Am, P. and D. Outram (1987). Uneasy Careers and Intimate Lives: Women in Science 1789-1979. New Brunswick, Rutgers University Press.
Achilles, C. M., J. D. Finn, et al. (1997/1998). "Using Class Size to Reduce the Equity Gap." Educational Leadership 55: 40-43.
Achilles, C. M., J. D. Finn, et al. (1998). "Using class size to reduce the equity gap." Educational Leadership 55: 40-43.
Adalberto Aquirr, J. (2000). "Women and Minority Faculty in the Academic Workplace: recruitment, retention, and academic culture." Higher Education Reports 27(6): 1-110.
Adams, J. P. B., Gina; Lindell, Rebecca S.; Slater, Timothy F.; Wallace, Joy (2001-2002). "Observations of Student Behavior in Collaborative Learning Groups." Astronomy Education Review 1(1): 11 pages.
In an effort to determine how our students were responding to the use of collaborative learning groups in our large enrollment introductory astronomy (ASTRO 101) courses, we systematically observed the behavior of 270 undergraduate students working in 48 self-formed groups. Their observed behaviors were classified as: (i) actively engaged; (ii) watching actively; (iii) watching passively; and (iv) disengaged. We found that male behavior is consistent regardless of the sex-composition of the groups. However, females were categorized as watching passively and or disengaged significantly more frequently when working in groups that contained uneven numbers of males and females. This case study observation suggests that faculty who use collaborative learning groups might find that the level of student participation in collaborative group learning activities can depend on the sex-composition of the group.
Adigwe, J. C. (1992). "Gender differences in chemical problem solving amongst Nigerian students." Research in Science & Technological Education 10(2): 187-202.
investigates gender differences in chemical problem solving: problem understanding and representation, construction of PS plans, exhibition of structural errors, execution of solution plans, evaluation of solution processes.
Adrianson, L. (2001). "Gender and computer-mediated communication: Group processes in problem solving." Computers in Human Behavior 17(1): 71-94.
Reports results from a study of university students in Sweden that investigated aspects of communicative processes using face-to-face and computer-mediated communication. Examined influences of gender on communication equality, social relations, and communicative processes and studied differences in self-awareness. Results showed few significant findings regarding gender differences.
Aguirre, A. (2000). "Women and Minority Faculty in the Academic Workplace: recruitment, retention, and academic culture." ASHE-ERIC Higher Education Reports 27(6): 1-110.
Alabama, M. a. U. o. (1998). In The Schools. Birmingham, Mid-South Educational Research Association and the University of Alabama.
RESEARCH IN THE SCHOOLS (ISSN 1085-5300) publishes original contributions in the following areas: 1) Research in
Practice--empirical studies focusing on the results of applied educational research including cross-cultural studies, 2)
Topical Articles--scholarly reviews of research, perspectives on the use of research findings, theoretical articles, and
related articles, 3) Methods and Techniques--descriptions of technology applications in the classroom, descriptions of
innovative teaching strategies in research/measurement/statistics, evaluations of teaching methods, and similar articles
of interest to instructors of research-oriented courses, 4) Assessment--empirical studies of norm-referenced, criterionreferenced,
and informal tests in the areas of cognitive ability, academic achievement, personality, vocational interests,
neuropsychological functioning, and the like, and 5) Other topics of interest to educational researchers. RESEARCH IN
THE SCHOOLS is devoted to research conducted in any educational setting from a conventional elementary school or high
school to a training program conducted within an industry. Likewise, there are no age restrictions on the sample, since
the educational settings may include preschools, continuing education classes for adults, or adaptive skills courses in
nursing homes. Studies conducted in settings such as clinics, hospitals, or prisons are ordinarily inappropriate for
RESEARCH IN THE SCHOOLS unless they involve an educational program within such a setting. One goal of RESEARCH
IN THE SCHOOLS is to provide a training ground for graduate students to learn effective reviewing techniques.
Consequently, the journal utilizes a Graduate Student Editorial Board composed mostly of students in educational
psychology and educational research. Members of this Editorial Board, each sponsored by a professor, provide
supplementary reviews for a selection of submitted articles, and receive both direct and indirect feedback of the quality
of these reviews.
Alberta-University (2000). I liked science, but now what do I do? Young women's perspectives following high school. Edmonton, Alberta University: 9.
Study used Super's theory of vocational development and choice as the basis for looking at implementation of the self concept in an occupation. 123 women enrolled in science and science-related programs in Alberta colleges, technical institutes, and universities. Participants spoke highly of opportunities to participate in interships, co-op programs, and practicum assignments that helped them understand the relevance of what they were learning towards career building. Difficulty understanding the transition from high school to post-secondary education and science careers;financial concerns; gender inequity; and programs demands were some of the concerns inhibiting women's prospects of completing a science degree.
Alic, M. (1986). Hypatia's Heritage: A history of women in science from antiquity through the nineteenth century. Boston, MA, Beacon Press.
Hypatia is one of the fascinating women whose lives are revealed in this comprehensive study. Alic draws on a wealth of biographic and scientific evidence to recover the stories of outstanding women whose names have been left out of the history books, whose work has been suppressed or stolen, whose achievements in science, medicine, and mathematics have been denied. Beginning in prehistory, and continuing through the nineteenth centrury, she traces the lost heritage of women in science.
Ambrose, S., K. Dunkle, et al. (1997). Journeys of Women in Science and Engineering: No Universal Constants. Philadelphia, PA, Temple University Press.
In depth profiles and photos of 88 women in science and engineering. Indexed by field of speciality to allow easy comparisons across fields.
Amrosch-Draxl, C. R.-M., M.; Weinmeier, K. (2002). "Women in Physics in Austria." AIP Conference Proceedings