References
- Aschbacher, L., and E. Roth. 2010. Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching 47 (5): 564–82.
- Atwater, M., J. Wiggins, and C. Gardner. 1995. A study of urban middle-school students with high and low attitudes toward science. Journal of Research in Science Teaching 32 (6): 665–77.
- Baron, A.C. 2001. Science education in urban settings: Seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching 38 (8): 899–917.
- Franco, M., A.V. Diez Roux, T.A. Glass, B. Caballero, and F.L. Brancati. 2009. Neighborhood characteristics and availability of healthy foods in Baltimore. American Journal of Preventive Medicine 35 (6): 561–67.
- Fraze, L.B., T. Rutherford, G. Wingenbach, and L.A. Wolfskill. 2011. Urban high school students’ perceptions about agricultural careers and general agricultural knowledge. NACTA Journal 55 (4): 75–81.
- Honey, M., G. Pearson, and H. Schweingruber. 2014. STEM integration in K–12 education: Status, prospects, and an agenda for research. Washington, DC: National Academy of Engineering, National Research Council.
- Kahle, J.B. 2004. Will girls be left behind? Gender differences and accountability. Journal of Research in Science Teaching 41 (10): 961–69.
- Kahle, J.B., and M.K. Lakes. 2003. The myth of equality in science classrooms. Journal of Research in Science Teaching 40 (supplement): 58–67.
- National Research Council (NRC). 2004. Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academies Press.
- National Research Council (NRC). 2011. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
- NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards.
- Ozer, E.J. 2007. The effects of school gardens on students and schools: Conceptualization and considerations for maximizing healthy development. Health Education and Behavior 34 (6): 846–63.
- Rahm, J. 2002. Emergent learning opporrtunities in an inner-city youth gardening program. Journal of Research in Science Teaching 39 (2): 164–84.
- Richardson, T.A. 2011. At the garden gate: Community building through food: Revisiting the critique of “food, folk and fun” in multicultural education. Urban Review 43 (1): 107–23.
- Robinson-O’Brien, R., M. Story, and S. Heim. 2009. Impact of garden-based youth nutrition intervention programs: A review. Journal of the American Dietary Association 109 (2): 273–80.
- Williams, D.R., and P.S. Dixon. 2013. Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research 83 (2): 211–35.
- Zhang, L., and M. Barnett. 2014. How high school students envision their STEM career pathways. Cultural Studies of Science Education 10 (3): 637–56.