Computing fields are foundational to most STEM disciplines and the only STEM discipline to show a consistent decline in women's representation since 1990, making it an important field for STEM educators to study. The explanation for the underrepresentation of women and girls in computing is twofold: a sense that they do not fit within the…

Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the…

Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science…

Drawing from intersectional feminist scholarship, we communicate how Salina and Marelis, both women of color, teach science for social justice in the face of significant institutional challenges. Theorizing from their experiences and practices, we articulate a feminist praxis for school science, which includes (1) building community and…

Framed within intersectionality, this multiple case study explores women's participation in physics through the construct of physics identity and with a focus on recognition. The study is drawn upon an empirical life-history exploration of three women: a native to Northwestern Europe, late-career white woman and two immigrant women to Northwestern…

Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional…

Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to consider whether the small group activities that are commonplace in STEM…

The underrepresentation of non-White students and girls in STEM fields is an ongoing problem that is well documented. In K-12 science education, girls, and especially non-White girls, often do not identify with science regardless of test scores. In this study, we examine the narrated and embodied identities-in-practice of non-White, middle school…

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence…

Presents a conceptual framework of positions on women in science, engineering, and technology (SET) designed to show a chronological progression of the main approaches to explaining women's underrepresentation in SET during the past 20 years. Describes the key findings of "Winning Women," a project designed to address the problem of…