Citations (95)
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Jette Sandager & Signe Ravn. (2023) Affected by STEM? Young girls negotiating STEM presents and futures in a Danish school. Gender and Education 35:5, pages 454-468.
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Jenny Dean, Philip Roberts & Laura B. Perry. (2023) School equity, marketisation and access to the Australian senior secondary curriculum. Educational Review 75:2, pages 243-263.
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Abigail Parrish. (2023) Feminisation, masculinisation and the other: re-evaluating the language learning decline in England. The Language Learning Journal 51:1, pages 94-111.
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Jing (Bill) Xu & Pimtong Tavitiyaman. (2022) Understanding Student Choice from an Innovative Knowledge-based Student Profiling Perspective: An Application of Branding Theory. Journal of Quality Assurance in Hospitality & Tourism 23:5, pages 1325-1349.
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Johanna Mellén & Petra Angervall. (2022) Exploring the Other: Analysing Programme Formations, Recruitment Patterns, and Gender in Swedish Upper Secondary School. Scandinavian Journal of Educational Research 66:5, pages 729-743.
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Kishan Kumar Singh. (2022) Traditional gender ideology on boys’ participation in biology post-GCSE. Journal of Biological Education 56:2, pages 174-189.
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Johanna Mellén & Petra Angervall. (2021) Gender and choice: differentiating options in Swedish upper secondary STEM programmes. Journal of Education Policy 36:3, pages 417-435.
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Clelia Cascella. (2020) Intersectional effects of Socioeconomic status, phase and gender on Mathematics achievement. Educational Studies 46:4, pages 476-496.
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Michael V. Singh. (2019) Refusing the Performance: Disrupting Popular Discourses Surrounding Latino Male Teachers and the Possibility of Disidentification. Educational Studies 55:1, pages 28-45.
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Morag Henderson, Alice Sullivan, Jake Anders & Vanessa Moulton. (2018) Social Class, Gender and Ethnic Differences in Subjects Taken at Age 14.. The Curriculum Journal 29:3, pages 298-318.
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Julie Moote & Louise Archer. (2018) Failing to deliver? Exploring the current status of career education provision in England. Research Papers in Education 33:2, pages 187-215.
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Gulnar Sarseke. (2018) Under-Representation of Women in Science: From Educational, Feminist and Scientific Views. NASPA Journal About Women in Higher Education 11:1, pages 89-101.
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Jake Anders, Morag Henderson, Vanessa Moulton & Alice Sullivan. (2018) The role of schools in explaining individuals’ subject choices at age 14. Oxford Review of Education 44:1, pages 75-93.
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Becky Francis, Louise Archer, Julie Moote, Jen de Witt & Lucy Yeomans. (2017) Femininity, science, and the denigration of the girly girl. British Journal of Sociology of Education 38:8, pages 1097-1110.
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Anne Watson. (2017) “Male Delivery”: a critical investigation of what boys have to say about the influence of male teachers on literacy engagement and achievement. Educational Review 69:1, pages 102-117.
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Maaike van der Vleuten, Eva Jaspers, Ineke Maas & Tanja van der Lippe. (2016) Boys’ and girls’ educational choices in secondary education. The role of gender ideology. Educational Studies 42:2, pages 181-200.
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Maribel Garcia-Gracia & Trinidad Donoso Vázquez. (2016) Mixed schools versus single-sex schools: are there differences in the academic results for boys and girls in Catalonia?. International Journal of Inclusive Education 20:2, pages 149-167.
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Annette Ruth Hayton, Polly Haste & Alison Jones. (2015) Promoting diversity in creative art education: the case of Fine Art at Goldsmiths, University of London. British Journal of Sociology of Education 36:8, pages 1258-1276.
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Irene Biemmi. (2015) Gender in schools and culture: taking stock of education in Italy. Gender and Education 27:7, pages 812-827.
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Xiaoming Sheng. (2015) Gender and habitus: parental involvement in students' subject choices in China. Journal of Gender Studies 24:2, pages 227-238.
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Tamjid Mujtaba & Michael
J. Reiss. (2013) Inequality in Experiences of Physics Education: Secondary School Girls' and Boys' Perceptions of their Physics Education and Intentions to Continue with Physics After the Age of 16. International Journal of Science Education 35:11, pages 1824-1845.
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Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis & Billy Wong. (2013) ‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations
. Pedagogy, Culture & Society 21:1, pages 171-194.
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Maarten Pinxten, Bieke De Fraine, Wim Van Den Noortgate, Jan Van Damme & Dickson Anumendem. (2012) Educational choice in secondary school in Flanders: the relative impact of occupational interests on option choice. Educational Research and Evaluation 18:6, pages 541-569.
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Billy Wong. (2012) Identifying with Science: A case study of two 13-year-old ‘high achieving working class’ British Asian girls. International Journal of Science Education 34:1, pages 43-65.
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Rosemary Cann. (2009) Girls’ participation in post‐16 mathematics: a view from pupils in Wales. Gender and Education 21:6, pages 651-669.
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Mike Younger & Molly Warrington. (2009) Mentoring and target‐setting in a secondary school in England: an evaluation of aims and benefits. Oxford Review of Education 35:2, pages 169-185.
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Peter Davies, Shqiponje Telhaj, David Hutton, Nick Adnett & Robert Coe. (2009) Competition, cream‐skimming and department performance within secondary schools1
. British Educational Research Journal 35:1, pages 65-81.
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Roger Penn & Damon Berridge. (2008) Modelling trajectories through the educational system in North West England. Education Economics 16:4, pages 411-431.
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Peter Davies, Shqiponje Telhaj, David Hutton, Nick Adnett & Robert Coe. (2008) Socioeconomic background, gender and subject choice in secondary schooling. Educational Research 50:3, pages 235-248.
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Merryn Hutchings, Bruce Carrington, Becky Francis, Christine Skelton, Barbara Read & Ian Hall. (2008) Nice and kind, smart and funny: what children like and want to emulate in their teachers. Oxford Review of Education 34:2, pages 135-157.
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Jane Ferretti. (2007) What Influences Students to Choose Geography at A-level?. Geography 92:2, pages 137-147.
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Fionnuala Waldron, Susan Pike, Janet Varley, Colette Murphy & Richard Greenwood. (2007) Student teachers’ prior experiences of history, geography and science: initial findings of an all-Ireland survey1
. Irish Educational Studies 26:2, pages 177-194.
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JoanM. Whitehead. (2006) Starting school—why girls are already ahead of boys. Teacher Development 10:2, pages 249-270.
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Jayne Osgood, Becky Francis & Louise Archer. (2006) Gendered identities and work placement: why don't boys care?. Journal of Education Policy 21:3, pages 305-321.
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Melissa Rodd & Hannah Bartholomew. (2006) Invisible and special: young women’s experiences as undergraduate mathematics students. Gender and Education 18:1, pages 35-50.
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Becky Francis & Louise Archer. (2005) British‐Chinese pupils’ constructions of gender and learning. Oxford Review of Education 31:4, pages 497-515.
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Jannette Elwood. (2005) Gender and achievement: what have exams got to do with it?. Oxford Review of Education 31:3, pages 373-393.
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Roger Trend. (2005) Individual, situational and topic interest in geoscience among 11‐ and 12‐year‐old children. Research Papers in Education 20:3, pages 271-302.
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Lisa Smulyan
. (2004) Redefining self and success: becoming teachers and doctors. Gender and Education 16:2, pages 225-245.
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Douglas Hutchison
. (2004) A critical evaluation of “raising boys' attainment”. Educational Psychology in Practice 20:1, pages 3-15.
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Becky Francis, Merryn Hutchings, Louise Archer & Lindsay Amelling. (2003) Subject Choice and Occupational Aspirations among Pupils at Girls' Schools. Pedagogy, Culture & Society 11:3, pages 425-442.
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Becky Francis. (2002) Is the Future Really Female? The Impact and Implications of Gender for 14-16 Year Olds' Career Choices. Journal of Education and Work 15:1, pages 75-88.
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Emma Renold. (2001) Learning the 'Hard' Way: Boys, hegemonic masculinity and the negotiation of learner identities in the primary school. British Journal of Sociology of Education 22:3, pages 369-385.
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Paul Connolly & Julie Neill. (2001) Constructions of locality and gender and their impact on the educational aspirations of working-class children. International Studies in Sociology of Education 11:2, pages 107-130.
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