References
- Ashcraft, C., & Breitzman, A. (2007). Who invents IT? An analysis of women’s participation in information technology patenting. Boulder, CO: National Center for Women in Information Technology.
- Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior 4 (pp. 71–81). New York, NY: Academic Press.
- Barbercheck, M. (2001). Mixed messages: Men and women in advertisements in Science. In M. Wyer, M. Barbercheck, D. Geisman, H. O. Ozturk, & M. Wayne (Eds.), Women, science, and technology: A reader in feminist science studies (pp. 117–131). London: Routledge.
- Barker, L., & Aspray, W. (2006). The state of research on girls and IT. In J. M. Cohoon & W. Aspray (Eds.), Women and information technology: Research on underrepresentation (pp. 3–54). Cambridge: MIT Press.
- Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1–36.10.2190/1N20-VV12-4RB5-33VA
- Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193–224.10.1159/000094368
- Barron, B., Gomez, K., Pinkard, N., & Martin, C. K. (2014). The digital youth network: Cultivating digital media citizenship in urban communities. Cambridge, MA: The MIT Press.
- Barron, B., Martin, C., & Roberts, E. (2002). A design experiment to build technological fluency and bridge divides. In Proceedings of the fifth international conference of the learning sciences, Boulder, CO.
- Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1, 55–77. doi:10.1162/ijlm.2009.0021
- Barron, B., Walter, S., Martin, C. M., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two Silicon Valley middle schools. Computers and Education, 54, 178–189.10.1016/j.compedu.2009.07.017
- Cheryan, S. (2012). Understanding the paradox in math-related fields: Why do some gender gaps remain while others do not? Sex Roles, 66, 184–190.10.1007/s11199-011-0060-z
- Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: How stereotypical cues impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045–1060.10.1037/a0016239
- Cheryan, S., Siy, J. O., Vichayapai, M., Drury, B. J., & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science, 2, 656–664. doi:10.1177/1948550611405218
- Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model. Psychological Inquiry, 22, 231–246.10.1080/1047840X.2011.607313
- Eccles, J. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science: Top researchers debate the evidence. Washington, DC: American Psychological Association.
- Faircloth, B. (2012). “Wearing a mask” vs. connecting identity with learning. Contemporary Educational Psychology, 37, 186–194.10.1016/j.cedpsych.2011.12.003
- Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
- Graham, S., & Latulipe, C. (2003). CS girls rock. ACM SIGCSE Bulletin, 35, 322–326.10.1145/792548
- Hidi, S., & Renninger, K. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.10.1207/s15326985ep4102_4
- Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.10.1017/CBO9780511815355
- Lund Dean, K., & Jolly, J. (2012). Student identity, disengagement, and learning. Academy of Management Learning & Education, 11, 229–243.
- Margolis, J., & Fisher, A. (2003). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press.
- National Center for Women in Information Technology (NCWIT). (2014). By the numbers. Retrieved from http://www.ncwit.org/sites/default/files/resources/btn_02282014web.pdf
- National Research Council. (2010). Rising above the gathering storm, revisited: Rapidly approaching category 5. Washington, DC: The National Academies Press.
- Riegle-Crumb, C., Moore, C., & Ramos-Wada, A. (2011). Who wants to have a career in science or math? Exploring adolescents’ future aspirations by gender and race/ethnicity. Science Education, 95, 458–476. doi:10.1002/sce.20431
- Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. H. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96, 411–427. doi:10.1002/sce.21007
- Tai, R., Qi Liu, C., Maltese, A. V., & Fan, X. (2006). Career choice: Enhanced: Planning early for careers in science. Science, 312, 1143–1144.10.1126/science.1128690
- Tajfel, H., & Turner, J. C. (1985). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (2nd ed., pp. 7–24). Chicago, IL: Nelson Hall.
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.10.1006/ceps.1999.1015