References
- Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social Science & Medicine, 41(12), 1667–1676. doi:10.1016/0277-9536(95)00127-S
- Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989, 139.
- Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. doi:10.2307/1229039
- Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Boston: Pearson Education.
- Dublin, T. (1981). Women at work: The transformation of work and community in Lowell, Massachusetts, 1826–1860. New York: Columbia University Press.
- Edwards, N., Beverly, M. G., & Alexander, M. (2011). Troubling success: Interviews with Black female faculty. Florida Journal of Educational Administration & Policy, 5(1), 14–27.
- Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–240. doi:10.17763/haer.81.2.92315ww157656k3u
- Foltz, L. G., Gannon, S., & Kirschmann, S. L. (2014). Factors that contribute to the persistence of minority students in STEM fields. Planning for Higher Education, 42(4), 46.
- Gutiérrez y Muhs, G., Niemann, Y. F., González, C. G., & Harris, A. P., Eds. (2012). Presumed incompetent: The intersections of race and class for women in academia. Boulder, CO: University Press of Colorado.
- Hernandez, P. R., Schultz, P., Estrada, M., Woodcock, A., & Chance, R. C. (2013). Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology, 105(1), 89. doi:10.1037/a0029691
- Hill, C., Corbett, C., & St. Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women.
- Iwasaki, A. (2015). Balancing family life with a science career. Nature Immunology, 16(8), 787–790. doi:10.1038/ni.3199
- National Center for Education Statistics, U.S. Department of Education. (2016). Digest of Education Statistics 2014. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016006
- Ong, M., Wright, C., Espinosa, L., & Orifield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172–209. doi:10.17763/haer.81.2.t022245n7x4752v2
- Turner, C. S. V. (2002). Women of color in academe: Living with multiple marginality. The Journal of Higher Education, 73(1), 74–93. doi:10.1080/00221546.2002.11777131
- Vaughn, L. M., Jacquez, F., Zhao, J., & Lang, M. (2011). Partnering with students to explore the health needs of an ethnically diverse, low-resource school: An innovative large group assessment approach. Family & Community Health, 34(1), 72–84.
- Vaughn, L. M., & Lohmueller, M. (2014). Calling all stakeholders: Group- level assessment (GLA)- A qualitative and participatory method for large groups. Evaluation Review, 38(4), 336–355. doi:10.1177/0193841X14544903