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Kyle T. Ganson, Paul Gould & Rachael Holcomb. (2022) Exploring the Experiences of Male MSW Students in the Social Work Learning Environment. Journal of Social Work Education 58:1, pages 163-175.
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Joanna Sikora. (2019) Is it all about early occupational expectations? How the gender gap in two science domains reproduces itself at subsequent stages of education: evidence from longitudinal PISA in Australia. International Journal of Science Education 41:16, pages 2347-2368.
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Hammad Akbar, Haya Al‐Dajani, Nailah Ayub & Iman Adeinat. (2023) Women's leadership gamut in Saudi Arabia's higher education sector. Gender, Work & Organization 30:5, pages 1649-1675.
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Melinda Erdmann, Juliana Schneider, Irena Pietrzyk, Marita Jacob & Marcel Helbig. (2023) The impact of guidance counselling on gender segregation: Major choice and persistence in higher education. An experimental study. Frontiers in Sociology 8.
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Diana Roxana Galos & Susanne Strauss. (2022) Why do women opt for gender-atypical fields of study? The increasing role of income motivation over time. Higher Education 85:4, pages 795-817.
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Irene Prix & Elina Kilpi-Jakonen. (2022) Not in a Class of One’s Own: Social Origin Differentials in Applying to Gender-(A)Typical Fields of Study across the Educational Hierarchy. European Sociological Review 38:6, pages 920-941.
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Gabriele Ballarino, Antonio Filippin, Giovanni Abbiati, Gianluca Argentin, Carlo Barone & Antonio Schizzerotto. (2022) The effects of an information campaign beyond university enrolment: A large-scale field experiment on the choices of high school students. Economics of Education Review 91, pages 102308.
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Stina Powell & Seema Arora-Jonsson. (2021) The conundrums of formal and informal meritocracy: dealing with gender segregation in the academy. Higher Education 83:5, pages 969-985.
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Marine Gassier, Lea Rouanet & Lacina Traore. 2022. Addressing Gender-Based Segregation through Information: Evidence from a Randomized Experiment in the Republic of Congo. Addressing Gender-Based Segregation through Information: Evidence from a Randomized Experiment in the Republic of Congo.
María Dolores Hidalgo-Ariza, Eva Francisca Hinojosa-Pareja & Juan Manuel Muñoz-González. (2021) Psychometric Study of “Questionnaire of Barriers Perceived” (QBP) in Higher Education. Social Sciences 10:12, pages 475.
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Andrea Priulla, Nicoletta D’Angelo & Massimo Attanasio. (2021) An analysis of Italian university students’ performance through segmented regression models: gender differences in STEM courses. Genus 77:1.
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Wojciech Bizon. (2021) Nudging w edukacji ekonomicznej. e-mentor 91:4, pages 25-34.
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Ariane Basler, Irene Kriesi & Christian Imdorf. (2021) The development of gendered occupational aspirations across adolescence: examining the role of different types of upper-secondary education. Longitudinal and Life Course Studies 12:2, pages 173-199.
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Anna Erika Hägglund & Markus Lörz. (2020)
Warum wählen Männer und Frauen unterschiedliche Studienfächer?
. Zeitschrift für Soziologie 49:1, pages 66-86.
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Claudia Finger, Heike Solga, Martin Ehlert & Alessandra Rusconi. (2020) Gender differences in the choice of field of study and the relevance of income information. Insights from a field experiment. Research in Social Stratification and Mobility 65, pages 100457.
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Thomas Breda & Clotilde Napp. (2019) Girls’ comparative advantage in reading can largely explain the gender gap in math-related fields. Proceedings of the National Academy of Sciences 116:31, pages 15435-15440.
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