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Citations (36)
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Shiyan Jiang & Changzhao Wang. (2023) Blurring the boundaries of current and future selves: students’ STEM identity exploration in a multimodal composing learning environment. Learning, Media and Technology 48:4, pages 596-611.
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Etan Cohen, Yotam Hod & Dani Ben-Zvi. (2023) From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms. Journal of the Learning Sciences 32:3, pages 427-454.
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Tisha Lewis Ellison & Tairan Qiu. (2023) From Black Girl Exclusion to Black Girl Empowerment: Understanding one Black girl’s digital and STEAM literacy practices as empowering, liberatory, and agentic. International Journal of Qualitative Studies in Education 36:3, pages 465-486.
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Mia S. Shaw, James Joshua Coleman, Ebony Elizabeth Thomas & Yasmin B. Kafai. (2023) Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education. Journal of the Learning Sciences 32:1, pages 52-75.
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Flávio S. Azevedo & Michele J. Mann. (2022) An Investigation of Students’ Identity Work and Science Learning at the Classroom Margins. Cognition and Instruction 40:2, pages 179-205.
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Felix Fernandez, Merle Froschl, Lara Lorenzetti & Maryann Stimmer. (2022) Investigating the importance of girls’ mathematical identity within United States STEM programmes: a systematic review. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-41.
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Jan van Aalst & Susan A. Yoon. (2021) From the outgoing editors. Journal of the Learning Sciences 30:1, pages 1-9.
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Scott Pattison, Ivel Gontan, Smirla Ramos-Montañez, Todd Shagott, Melanie Francisco & Lynn Dierking. (2020) The identity-frame model: A framework to describe situated identity negotiation for adolescent youth participating in an informal engineering education program. Journal of the Learning Sciences 29:4-5, pages 550-597.
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Day Greenberg, Angela Calabrese Barton, Edna Tan & Louise Archer. (2020) Redefining entrepreneurialism in the maker movement: A critical youth approach. Journal of the Learning Sciences 29:4-5, pages 471-510.
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Patricia Garcia, Cecilia Fernández & Holly Okonkwo. (2020) Leveraging technology: how Black girls enact critical digital literacies for social change. Learning, Media and Technology 45:4, pages 345-362.
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Anton Puvirajah, Geeta Verma & Todd Campbell. (2020) Advancing Minoritized Learners’ STEM Oriented Communication Competency Through a Science Center-Based Summer Program. Journal of Museum Education 45:4, pages 437-449.
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Miwa A. Takeuchi, Pratim Sengupta, Marie-Claire Shanahan, Jennifer D. Adams & Maryam Hachem. (2020) Transdisciplinarity in STEM education: a critical review. Studies in Science Education 56:2, pages 213-253.
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Louise Archer, Julie Moote & Emily MacLeod. (2020) Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students. Journal of the Learning Sciences 29:3, pages 347-384.
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Angela Calabrese Barton & Edna Tan. (2019) Designing for Rightful Presence in STEM: The Role of Making Present Practices. Journal of the Learning Sciences 28:4-5, pages 616-658.
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Heidi B. Carlone. (2017) Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter. Journal of the Learning Sciences 26:3, pages 525-531.
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Carol D. Lee. (2017) Expanding Visions of How People Learn: The Centrality of Identity Repertoires. Journal of the Learning Sciences 26:3, pages 517-524.
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Philip Bell, Katie Van Horne & Britte Haugan Cheng. (2017) Special Issue: Designing Learning Environments for Equitable Disciplinary Identification. Journal of the Learning Sciences 26:3, pages 367-375.
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Katie Van Horne & Philip Bell. (2017) Youth Disciplinary Identification During Participation in Contemporary Project-Based Science Investigations in School. Journal of the Learning Sciences 26:3, pages 437-476.
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Nichole Pinkard, Sheena Erete, Caitlin K. Martin & Maxine McKinney de Royston. (2017) Digital Youth Divas: Exploring Narrative-Driven Curriculum to Spark Middle School Girls’ Interest in Computational Activities. Journal of the Learning Sciences 26:3, pages 477-516.
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Articles from other publishers (17)
Jennifer N. Tripp & Noemi Waight. (2023) Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school. Science Education 108:1, pages 25-62.
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Amy Corning, Michael D. Broda, Brandon-Lee Lucas, Jonathan D. Becker & Christine Lee Bae. (2023) An inclusive school for computer science: Evaluating early impact with propensity score matching. Studies in Educational Evaluation 79, pages 101293.
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Yiyun “Kate” Fan, Amanda Barany & Aroutis Foster. (2023) Possible future selves in STEM: an epistemic network analysis of identity exploration in minoritized students and alumni. International Journal of STEM Education 10:1.
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Jun Oshima, Jan van Aalst, Jin Mu & Carol K. K. Chan. 2023. International Handbook on Education Development in the Asia-Pacific. International Handbook on Education Development in the Asia-Pacific
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Jun Oshima, Jan van Aalst, Jin Mu & Carol K. K. Chan. 2022. International Handbook on Education Development in Asia-Pacific. International Handbook on Education Development in Asia-Pacific
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Kylie Peppler, Anna Keune, Naomi Thompson & Pooja Saxena. (2022) Craftland is Mathland: Mathematical insight and the generative role of fiber crafts in maker education. Frontiers in Education 7.
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Allison Laajala-Lozano & Sharon Rae Jenkins. (2022) Undergraduates’ Academic Acculturative Stress at the Intersection of First-Generation Status and Gender in a Public University Setting. Journal of College Student Retention: Research, Theory & Practice, pages 152102512211203.
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Monica L. Miles, Charlotte A. Agger, ReAnna S. Roby & Terrell R. Morton. (2021) Who's who: How “women of color” are (or are not) represented in STEM education research. Science Education 106:2, pages 229-256.
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Heidi Cian, Remy Dou, Sheila Castro, Elizabeth Palma‐D'souza & Alexandra Martinez. (2021) Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers. Science Education 106:1, pages 57-87.
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Marijke Hecht. (2021) Creating cultural refugia to transform the boundaries of scienceCrear refugia cultural para transformar los límites de la ciencia. Cultural Studies of Science Education 16:2, pages 549-556.
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Roxanne Hughes, Jennifer Schellinger & Kari Roberts. (2020) The role of recognition in disciplinary identity for girls. Journal of Research in Science Teaching 58:3, pages 420-455.
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Oksana Buturlina, Tetiana Lysokolenko & Serhii Dovhal. (2021) RESEARCH OF STEM EDUCATION IMPLEMENTATION IN UKRAINE: GENDER ASPECT. Educological discourse 33:3, pages 61-82.
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Margaret Eisenhart & Carrie D. Allen. (2020) Addressing underrepresentation of young women of color in engineering and computing through the lens of sociocultural theory. Cultural Studies of Science Education 15:3, pages 793-824.
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Angela Calabrese Barton, Edna Tan & Autumn McDaniel. (2020) Becoming in STEM: Developing a Culture of Criticality in the Space Between Person and Institution. Frontiers in Education 5.
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Patricia Garcia, Ashley Jackson & Laura-Ann Jacobs. (2020) Centering the Identities of Girls of Color in Computational Thinking Programs. Centering the Identities of Girls of Color in Computational Thinking Programs.
Kristin Cipollone, Amy E. Stich & Lois Weis. (2020) STEM for All: Student Identities and the Paradox of STEM Democratization. Teachers College Record: The Voice of Scholarship in Education 122:2, pages 1-67.
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Satu Kaleva, Jouni Pursiainen, Mirkka Hakola, Jarmo Rusanen & Hanni Muukkonen. (2019) Students’ reasons for STEM choices and the relationship of mathematics choice to university admission. International Journal of STEM Education 6:1.
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