Mapping gendered affects: an inquiry into student feelings on entry to an Australian selective STEM high school

References

• Allen, K -A., Riley, K., Gowing, A., Lim, M., Boyle, C., Vota, R. M., Richardson, M., Wolfe, M. J., Cruwys, T., Stevens, M., Leif, E., Marwan, S., van Der Zwan, R., & Ammermann, M. (2022). Coming together: A comprehensive overview of the transdisciplinary perspectives of school belonging. In K-A. Allen, M. J. Furlong, D. Vella-Brodrick, & S. M. Suldo (Eds.), Handbook of positive psychology in schools (3rd ed., pp. 246–266). Routledge.
   Google Scholar
• Åsberg, C., Thiele, K., & Van der Tuin, I. (2015). Speculative before the turn. Cultural Studies Review, 21(2), 145–172. https://doi.org/10.5130/csr.v21i2.4324
   Web of Science ®Google Scholar
• Australian Academy of Science. (2019). Women in STEM decadal plan, Australian Academy of Science. https://www.science.org.au/support/analysis/decadal-plans-science/women-in-stem-decadal-plan
   Google Scholar
• Australian Education Council. (2015) . National STEM school education strategy 2016–2026: A comprehensive plan for science, technology, engineering and mathematics education in Australia. Australian Government.
   Google Scholar
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
   Google Scholar
• Braidotti, R. (2005). A critical cartography of feminist post-postmodernism. Australian Feminist Studies, 20(47), 169–180. https://doi.org/10.1080/08164640500090319
   Web of Science ®Google Scholar
• Braidotti, R. (2018). Posthuman ecologies: Complexity and process after Deleuze. Rowman & Littlefield International.
   Google Scholar
• Braidotti, R. (2019). Posthuman knowledge. Polity.
   Google Scholar
• Braidotti, R. (2022). Posthuman feminism. Polity Press.
   Google Scholar
• Butler, J. (1993). Bodies that matter: On the discursive limits of “sex”. Routledge.
   Google Scholar
• Butler, J. (1999). Gender trouble: Feminism and the subversion of identity. Routledge.
   Google Scholar
• Corrigan, D., & Aikens, K. (2020). Barriers to participation in engineering and the value of interventions to improve diversity. http://educationfutures.monash.edu/barriers-to-participation-in-engineering
   Google Scholar
• Dolphijn, R., & Van der Tuin, I. (2012). New materialism: Interviews & cartographies. Open Humanities Press.
   Google Scholar
• Fitzsimmons, T. W., Yates, M. S., & Callan, V. (2018). Hands up for gender equality: A major study into confidence and career intentions of adolescent girls and boys. https://espace.library.uq.edu.au/view/UQ:dcee289
   Google Scholar
• Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
   Web of Science ®Google Scholar
• Haraway, D. (2016). Staying with the trouble: Anthropocene, capitalocene, chthulucene. In E. Altvater, E. Crist, D. Haraway, D. Hartley, C. Parenti, & J. McBrien (Eds.), Anthropocene or capitalocene? Nature, history, and the crisis of capitalism (pp. 34–76). PM Press.
   Google Scholar
• Hemmings, C. (2012). Affective solidarity: Feminist reflexivity and political transformation. Feminist Theory, 13(2), 147–161. https://doi.org/10.1177/1464700112442643
   Web of Science ®Google Scholar
• Higgins, M. (2019). Pursuing response-ability in de/colonizing science education. In J. Bazzul & C. Siry (Eds.), Critical voices in science education research narratives of hope and struggle (1st ed., pp. 223–233). Springer.
   Google Scholar
• Hook, G. A., & Wolfe, M. J. (2018). Affective violence: Re/negotiating gendered-feminism within new materialism. Journal of Gender Studies, 27(8), 871–880. https://doi.org/10.1080/09589236.2017.1340151
   Web of Science ®Google Scholar
• Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives (1st ed.). Routledge.
   Google Scholar
• Jeffries, D., Curtis, D. D., & Conner, L. N.2019Student factors influencing STEM Subject choice in Year 12: A structural equation model using PISA/LSAY dataInternational Journal of Science and Mathematics Education18(3)441–461https://doi.org/10.1007/s10763-019-09972-5
   Web of Science ®Google Scholar
• Kirkham, J., & Chapman, E. (2021). Gender, achievement level and sociocultural factors in the mathematics course choices of Year 10 students in Western Australia. The Australian Educational Researcher, 49(1), 97–114. https://doi.org/10.1007/s13384-020-00425-5
   Web of Science ®Google Scholar
• Mahy, B., & Wallace, M. F. G. (2022). The science-ethics nexus: A speculative posthumanist examination of secondary school science. Cultural Studies of Science Education.
   Google Scholar
• Massumi, B. (2015a). Politics of affect. Polity.
   Google Scholar
• Massumi, B. (2015b). The power at the end of the economy. Duke University Press.
   Google Scholar
• Mayes, E., Wolfe, M. J., & Higham, L. (2020). Re/Imagining school climate: Towards processual accounts of affective ecologies of schooling. Emotion, Space and Society, 36, 100703. https://doi.org/10.1016/j.emospa.2020.100703
   Web of Science ®Google Scholar
• Mazzei, L. A. (2021). Speculative inquiry: Thinking with whitehead. Qualitative inquiry, 27(5), 554–566. https://doi.org/10.1177/1077800420934138
   Web of Science ®Google Scholar
• Mazzei, L. A., & Jackson, A. Y. (2012). Complicating voice in a refusal to “let participants speak for themselves”. Qualitative inquiry, 18(9), 745–751. https://doi.org/10.1177/1077800412453017
   Web of Science ®Google Scholar
• McRobbie, A. (2009). The aftermath of feminism: Gender, culture and social change. SAGE.
   Google Scholar
• McRobbie, A. (2020). Feminism and the politics of resilience: Essays on gender, media and the end of welfare. Polity Press.
   Google Scholar
• Mendolia, S., & Walker, I. (2014). The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort. Economics of Education Review, 43, 47–65. https://doi.org/10.1016/j.econedurev.2014.09.004
   Web of Science ®Google Scholar
• Mission Australia. (2019). Youth survey report. https://www.missionaustralia.com.au/publications/youth-survey
   Google Scholar
• Mourshed, M., Krawitz, M., & Dorn, E. (2017). How to improve student educational outcomes: New insights from data analytics. https://www.mckinsey.com/industries/social-sector/our-insights/how-to-improve-student-educational-outcomes-new-insights-from-data-analytics
   Google Scholar
• Muddiman, E. (2018). Instrumentalism amongst students: A cross-national comparison of the significance of subject choice. British Journal of Sociology of Education, 39(5), 607. https://doi.org/10.1080/01425692.2017.1375402
   Web of Science ®Google Scholar
• Nietzsche, F. W., & Smith, D. (1996). On the genealogy of morals: A polemic: By way of clarification and supplement to my last book, Beyond good and evil. Oxford University Press.
   Google Scholar
• Organisation for Economic Co-Operation and Development (OECD). (2019). Programme for International Student Assessment (PISA) results from PISA 2018: Country note: Australia. https://www.oecd.org/pisa/publications/PISA2018_CN_AUS.pdf
   Google Scholar
• Organisation for Economic Co-Operation Development (OECD). (2017). PISA 2015 Results: Students’ Well-Being. In Volume III. OECD Publishing. https://www.oecd.org/pisa/PISA-2015-Results-Students-Well-being-Volume-III-Overview.pdf
   Google Scholar
• Parker, P. D., Van Zanden, B., & Parker, R. B. (2018). Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement. Learning and Instruction, 54, 125–137. https://doi.org/10.1016/j.learninstruc.2017.09.002
   Web of Science ®Google Scholar
• Pitts-Taylor, V. (2016). The brain’s body: Neuroscience and corporeal politics. Duke University Press.
   Google Scholar
• Pomerantz, S., Raby, R., & Harris, A. (2017). Smart girls: Success, school, and the myth of post-feminism. University of California Press.
   Google Scholar
• Rawlings, V. (2019). ‘It’s not bullying’, ‘It’s just a joke’: Teacher and student discursive manoeuvres around gendered violence. British Educational Research Journal, 45(4), 698–716. https://doi.org/10.1002/berj.3521
   Web of Science ®Google Scholar
• Ringrose, J. (2012). Postfeminist education?: Girls and the sexual politics of schooling. Routledge.
   Google Scholar
• Schuster, C., & Martiny, S. (2017). Not feeling good in STEM: Effects of stereotype activation and anticipated affect on women’s career aspirations. Sex Roles, 76(1–2), 40–55. https://doi.org/10.1007/s11199-016-0665-3
   Web of Science ®Google Scholar
• Spinoza, B. D. (1994). The ethics. In E. M. Curley (Ed.), A Spinoza reader: The Ethics and other works (p. 280). Princeton University Press.
   Google Scholar
• St. Pierre, E. A. (2021). The lure of the new and the hold of the dogmatic. Qualitative inquiry, 27(5), 480–490. https://doi.org/10.1177/1077800420939133
   Web of Science ®Google Scholar
• St. Pierre, E. A. (2022). Poststructuralism and post qualitative inquiry: What can and must be thought. Qualitative Inquiry.
   Google Scholar
• Tamboukou, M. (2018). The joy of learning: Feminist materialist pedagogies and the freedom of education. Educational Philosophy and Theory, 50(9), 868–877. https://doi.org/10.1080/00131857.2017.1396213
   Web of Science ®Google Scholar
• Thomson, S., De Bortoli, L., Underwood, C., & Schmid, M. (2019). PISA 2018 in brief. Student performance. https://research.acer.edu.au/ozpisa/34
   Google Scholar
• Tomkins, S. (1995). Exploring affect: The selected writings of Silvan S. Tomkins. Cambridge University Press.
   Google Scholar
• Truman, S. E., Loveless, N., Manning, E., Myers, N., & Springgay, S. (2020). The intimacies of doing research-creation. In N. Loveless (Ed.), Knowings and knots, methodologies and ecologies in research-creation (pp. 221–250). University of Alberta Press.
   Google Scholar
• Walkerdine, V. (2006). Femininity as performance. Oxford Review of Education, 15(3), 267–279. https://doi.org/10.1080/0305498890150307
   Web of Science ®Google Scholar
• Wallace, M. (2018). The paradox of un/making science people: Practicing ethico-political hesitations in science education. Cultural Studies of Science Education, 13(4), 1049–1060. https://doi.org/10.1007/s11422-017-9831-3
   Web of Science ®Google Scholar
• Wallace, M. (2019). Multiplicitous moments: The inculcation, abstraction, and resistance to the face of the novice science teacher. In J. Bazzul & C. Siry (Eds.), Critical voices in science education research narratives of hope and struggle (1st ed., pp. 213–222). Springer International Publishing.
   Google Scholar
• Watermeyer, R. (2012). Confirming the legitimacy of female participation in science, technology, engineering and mathematics (STEM): Evaluation of a UK STEM initiative for girls. British Journal of Sociology of Education, 33(5), 679–700. https://doi.org/10.1080/01425692.2012.678751
   Web of Science ®Google Scholar
• Watkins, M. (2016). Gauging the affective: Becoming attuned to its impact in education. In M. Zembylas & P. A. Schutze (Eds.), Methodological advances in research on emotion and education (pp. 77–81). Springer.
   Google Scholar
• Watkins, M. (2017). Can space teach? Theorising pedagogies of social order. Geographical Research, 55(1), 80–88. https://doi.org/10.1111/1745-5871.12197
   Web of Science ®Google Scholar
• Wolfe, M. J. (2017). Refracting schoolgirls: Pedagogical intra-actions producing shame. Discourse: Studies in the Cultural Politics of Education, 38(5), 727–739. https://doi.org/10.1080/01596306.2016.1143451
   Web of Science ®Google Scholar
• Wolfe, M. J. (2019). Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms. Gender and Education, 31(2), 205–221. https://doi.org/10.1080/09540253.2017.1302078
   Web of Science ®Google Scholar
• Wolfe, M. J. (2021). Affect and the making of the schoolgirl: A new materialist perspective on gender inequity in schools. Routledge.
   Google Scholar
• Wolfe, M. J. (2022a). Erasures of gender in/equity in Australian schooling: ‘The program is not about turning boys into girls’. Gender and Education, 34(8), 1–17. https://doi.org/10.1080/09540253.2022.2094349
   Web of Science ®Google Scholar
• Wolfe, M. J. (2022b). An affective cartography of choice, aspiration and belonging; mapping students’ feelings during an Australian rural student science exchange program. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00578-5
   Web of Science ®Google Scholar
• Wolfe, M. J., & Mayes, E. (2019). Response-ability: Re-e-valuing shameful measuring processes within the Australian Academy. In M. Breeze, Y. Taylor, & C. Costa (Eds.), Educational futures and fractures: Time and space in the neoliberal university (pp. 277–298). Palgrave.
   Google Scholar
• Zembylas, M. (2009). Global economies of fear: Affect, politics and pedagogical implications. Critical Studies in Education, 50(2), 187–199. https://doi.org/10.1080/17508480902859458
   Google Scholar