References
- Aschbacher, P. R., Li, E. & Roth, E. J. (2010). Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564-582.
- Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282 295. https://doi.org/10.1002/1098-2736(200103)38:3<282::AID-TEA1006>3.0.CO;2-0
- Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
- Education Trust. (2009). Education watch national report. Washington, DC: Education Trust.
- Gee, J. P. (2000-2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
- Johnson, A., Brown, J., Carlone, H. & Cuevas, A.K. (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48(4), 339-366. https://doi.org/10.1002/tea.20411
- Kuenzi, Jeffrey J. (2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action. Congressional Research Service Reports. Paper 35. http://digitalcommons.unl.edu/crsdocs/35
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
- Malone, K., & Barabino, G. (2009). Narrations of race in STEM research settings: Identity formation and its discontents. Science Education, 93(3), 485-510. https://doi.org/10.1002/sce.20307
- National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.
- NSF. (2008). Women, minorities, and persons with disabilities in science and engineering: U.S. demographics (December 2008 ed.). National Science Foundation.
- Stake, J. E., & Nikens, S.D. (2005). Adolescent girls' and boys' science peer relationships and perceptions of the possible self as scientist. Sex Roles, 52(1/2), 1-11. https://doi.org/10.1007/s11199-005-1189-4
- U.S. Government Accountability Office (2005), Federal Science, Technology, Engineering, and Mathematics Programs and Related Trends, GAO-06-114.
Cited by
- The Development and Validation of Instrument for Measuring High School Students' Attitude Toward Convergence vol.34, pp.2, 2014, https://doi.org/10.14697/jkase.2014.34.2.0123
- Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments vol.115, pp.7, 2015, https://doi.org/10.1111/ssm.12135
- AN EXAMINATION OF THE IMPACT OF TEACHER QUALITY AND “OPPORTUNITY GAP” ON STUDENT SCIENCE ACHIEVEMENT IN CHINA vol.13, pp.3, 2015, https://doi.org/10.1007/s10763-013-9491-z
- Towards conceptual coherence in the research on mathematics learner identity: a systematic review of the literature vol.99, pp.1, 2018, https://doi.org/10.1007/s10649-018-9819-2
- An Exploratory Study of Middle School Students' Motivation in Science: Comparing a STEM Education Program in Korea and the USA vol.43, pp.1, 2019, https://doi.org/10.21796/jse.2019.43.1.1
- EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS' OPINIONS ON STEM ACTIVITIES vol.18, pp.4, 2019, https://doi.org/10.33225/jbse/19.18.507
- Equity-Oriented Conceptual Framework for K-12 STEM literacy vol.8, pp.1, 2021, https://doi.org/10.1186/s40594-021-00294-z