References

References are sorted via the surname of the writer referenced, or in cases where no writer is referenced, via the report or resource title. 

• A

  • Accenture. (2018). Girls in STEM. Retrieved from: https://www.accenture.com/t00010101T000000Z__w__/gb-en/_acnmedia/PDF-73/Accenture-Girls-in-STEM-Research-15-Mar-2018.pdf
  • AMSI. (2019). Engaging more women and girls in mathematics and STEM fields: The international evidence. Retrieved from: https://amsi.org.au/publications/gender-report-20104
  • Anaya, L. et al. (2017). 'Gender gaps in math performance, perceived mathematical ability and college STEM education: The role of parental occupation'. EDRE Working Paper No. 2017-21. Retrieved from: : http://www.uaedreform.org/downloads/2017/11/gender-gaps-in-math-performance-perceived-mathematical-ability-and-college-stem-education-the-role-of-parental-occupation.pdf
  • Australian Academy of Science. (2019). Women in STEM decadal plan. Retrieved from: https://www.science.org.au/files/userfiles/support/reports-and-plans/2019/gender-diversity-stem/women-in-STEM-decadal-plan-final.pdf

• B

  • Baine, C. (2009). Engineers make a difference: Motivating students to pursue an engineering education. Springfield, OR. Bonamy Publishing.
  • Baker, D. & Leary, R. (1995). ‘Letting girls speak out about science’. Journal of research in science teaching 32(1), 3–27. Retrieved from: http://www.weizmann.ac.il/st/blonder/sites/st.blonder/files/uploads/bat-shahar.pdf
  • Boaler, J. (2014). Changing the Conversation about Girls and STEM. Stanford University. Retrieved from: https://bhi61nm2cr3mkdgk1dtaov18-wpengine.netdna-ssl.com/wp-content/uploads/Youcubed-STEM-white-house.pdf
  • Brotman, J.S. & Moore, F.M. (2008). 'Girls and science: A review of four themes in the science education literature'. Journal of research in science teaching, 45(9), 971–1002
  • Buck, G.A., Clark, V.L.P., Leslie‐Pelecky, D., Lu, Y., & Cerda‐Lizarraga, P. (2008). 'Examining the cognitive processes used by adolescent girls and women scientists in identifying science role models: A feminist approach'. Science education, 92(4), 688–707.
  • Burke, R.J. (2007). Women and minorities in science, technology, engineering and mathematics: Upping the numbers. Northampton, MA: Edward Elgar Publishing

• C

  • Clewell, B.C. & Braddock, J. (2000). 'Influences on minority participation in mathematics, science and engineering'. In G. Campbell, Jr., R. Denes & C. Morrison (Eds). Access denied: Race, ethnicity, and the scientific enterprise. New York: Oxford University Press
  • Cooper, R. (2019). Five ways teachers can encourage girls in STEM. [online] Retrieved from: https://www.monash.edu/education/teachspace/articles/five-ways-teachers-can-encourage-girls-in-stem
  • Cooper, R. & Heaverlo, C. (2013) 'Problem solving and creativity and design: What influence do they have on girls’ interest in STEM subject areas?' American Journal of Engineering Education. Spring Special Edition 4(1) 
  • Wade-Leeuwen, B., Vovers, J. & Silk, M. (2018). Explainer: What’s the difference between STEM and STEAM? The Conversation. June 18 2018. Retrieved from: https://theconversation.com/explainer-whats-the-difference-between-stem-and-steam-95713

• D

  • Dasgupta, N. and S. Asgari (2004). 'Seeing is believing: Exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping'. Journal of Experimental Social Psychology. 40: p. 642–658.
  • Dearing, E., Casey, B.M., Ganley, C.M., Tillinger, M., Laski, E., & Montecillo, C. (2012). 'Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences'. Early Childhood Research Quarterly, 27, 458–470.
  • Dubach. (2018). Study reveals patterns in STEM grades of girls versus boys, UNSW Newsroom
  • Dweck, C.S. (1986). 'Motivational processes affecting learning'. American Psychologist, 41(10), 1040–1048.
  • Dweck et al (2014). Academic Tenacity Mindsets and Skills that Promote Long-Term Learning

• F

  • The Foundation for Young Australians. (2017). The New Work Smarts: Thriving in the new work order. Retrieved from: https://www.fya.org.au/wp-content/uploads/2017/07/FYA_TheNewWorkSmarts_July2017.pdf

• G

  • The Girl Scout Research Institute. (2012). Generation STEM: What girls say about science, technology, engineering, and math. New York, NY: Girl Scouts of the USA. Retrieved from: https://www.ncgs.org/wp-content/uploads/2017/11/Generation-STEM-What-Girls-Say-about-Science-Technology-Engineering-and-Math.pdf
  • Good, J.J., Woodzicka, J. and Wingfield, L. (2010). The effects of gender stereotypic and counter-stereotypic textbook images on science performance. Retrieved from: http://gap.hks.harvard.edu/effects-gender-stereotypic-and-counter-stereotypic-textbook-images-science-performance

• H

  • Hackling, M. (2015). 'Think piece: Preparing today’s children for the workplaces of tomorrow: The critical role of STEM education'. International journal of innovation in science and mathematics education, 23(3), pp.61–63. Retrieved from: https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/10334/10263
  • Halpern, D., Aronson, J., Reimer, N., Simpkins, S., Star, J., and Wentzel, K. (2007). Encouraging girls in math and science (NCER 2007-2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from: https://ies.ed.gov/ncer/
  • Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2013). 'The single sex debate for girls in science: A comparison between two informal science programs on middle school students’ STEM identity formation'. Research in science education, 43(5). doi:10.1007/s11165-012-9345-7

• J

  • Jones, M. G., Howe, A., & Rua, M.J. (2000) 'Gender differences in students’ experiences, interests and attitudes towards science and scientists'. Science Education 84(2), 180–192

• K

  • Kersey, A. J., Csumitta, K. D. & Cantlon, J. F. (2019). Gender similarities in the brain during mathematics development. npj Science of Learning, 4(19). https://doi.org/10.1038/s41539-019-0057-x
  • Kumata, E. (2019). Quoted in Tony Wagner’s seven survival skills. [online] Retrieved from: http://www.tonywagner.com/7-survival-skills

• M

  • Marx, D.M. and J.S. Roman. (2002). 'Female role models: Protecting women’s math test performance'. Personality and Social Psychology Bulletin, 28: p. 1183–1193.
  • Master, A., Cheryan, S. and Meltzoff, A. N. (2016). 'Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science'. Journal of Educational Psychology. 103(3): p. 424–437. Retrieved from: http://ilabs.uw.edu/sites/default/files/16Master_Cheryan_Meltzoff_Computer%20Sci_Stereotypes_Belonging_JEP.pdf
  • Mastercard. (2016). Parents are crucial influencers for girls pursuing STEM careers: Inaugural MasterCard study. Retrieved from: https://newsroom.mastercard.com/asia-pacific/press-releases/parents-are-crucial-influencers-for-girls-pursuing-stem-careers
  • McIntyre, R.B., et al. (2005). 'A social impact trend in the effects of role models on alleviating women’s mathematics stereotype threat'. Current Research in Social Psychology. 10(9).
  • Microsoft. (2017). Why Europe’s girls aren't studying STEM. Retrieved from: https://news.microsoft.com/europe/features/dont-european-girls-like-science-technology/
  • Microsoft. (2018). Closing the STEM gap: Why STEM classes and careers still lack girls and what we can do about it. Retrieved from: https://query.prod.cms.rt.microsoft.com/cms/api/am/binary/RE1UMWz
  • Microsoft. (2018). How role models are changing the face of STEM in Europe. Retrieved from: https://news.microsoft.com/europe/features/girls-in-stem-the-importance-of-role-models
  • Miller, P.H., Blessing, J.S. & Schwartz, S. (2006). 'Gender differences in high-school students’ views about science'. International Journal of Science Education 28(4), 363–381
  • Murphy, P., (2000). ‘Are gender differences in achievement avoidable?’ in Issues in science teaching

• N

  • Newall, C., Gonsalkorale, K., Walker, E., Forbes, G. A., Highfield, K., & Sweller, N. (2018). 'Science education: adult biases because of the child's gender and gender stereotypicality'. Contemporary Educational Psychology, 55, p. 30–41. DOI: 10.1016/j.cedpsych.2018.08.003
  • Nosek, B.A., et al. (2009). 'National differences in gender-science stereotypes predict national sex differences in science and math achievement'. PNAS. 106(26): p. 10593–10597.
  • Novotney, A. (2013). 'Despite what you've been told, you aren't 'left-brained' or 'right-brained''. The Guardian. 16 November 2013. Retrieved from: https://www.theguardian.com/commentisfree/2013/nov/16/left-right-brain-distinction-myth

• O

  • Office of the Chief Scientist. (2016). Busting Myths about Women in STEM. Occasional paper series, Issue 13. Canberra.
  • Office of the Chief Scientist. (2016). Australia’s STEM Workforce: Science, technology, engineering and mathematics. Australian Government, Canberra. Retrieved from https://www.chiefscientist.gov.au/wp-content/uploads/Australias-STEM-workforce_full-report.pdf
  • Office of the Chief Scientist. (2016). Women in STEM: A story of attrition. Australian Government, Canberra. Retrieved from: https://www.chiefscientist.gov.au/wp-content/uploads/OCS_Women_in_STEM_datasheet.pdf

• P

  • Pozniak, H. (2017). 'How to encourage women to apply for apprenticeships in STEM'. Telegraph, 13 October 2017. Retrieved from: https://www.telegraph.co.uk/education/stem-awards/innovation/attracting-women-to-stem-apprenticeships/
  • PwC. (2015). A smart move. PricewaterhouseCoopers, p.14. Retrieved from: https://www.pwc.com.au/pdf/a-smart-move-pwc-stem-report-april-2015.pdf
  • PwC (2017). The talent challenge: Harnessing the power of human skills in the machine age. Retrieved from: https://www.pwc.com/talentchallenge
  • PwC (2018). Workforce of the future: The competing forces shaping 2030. Retrieved from: https://www.pwc.com/gx/en/services/people-organisation/publications/workforce-of-the-future.html

• S

  • Sorby, S. A. (2009). 'Educational research in developing 3-D spatial skills for engineering students'. International journal of science education, 31(3), 459–80.
  • STEMNext. (2017). Case study Bay Area ecosystem. 

• T

  • Thomson, S., Wernert, N., O'Grady, E. and Rodrigues, S. (2016). TIMSS 2015: A first look at Australia's results. Retrieved from: https://research.acer.edu.au/timss_2015/1
  • TIMSS 2011 results quoted in: Office of the Chief Scientist. (2016). Busting myths about Women in STEM.

• U

  • UNESCO. (2022). Global Education Monitoring Report – Gender Report: Deepening the debate on those still left behind. (https://unesdoc.unesco.org/ark:/48223/pf0000381329/PDF/381329eng.pdf.multi)

• V

  • Vekiri, I. (2013). 'Information science instruction and changes in girls’ and boys’ expectancy and value beliefs: In search of gender-equitable pedagogical practices'. Computers & Education, 64, 104–115.

• W

  • Watt, H., Eccles, J. & Durik, A. (2006). 'The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA'. Equal Opportunities International, 25(8), pp. 642–659.