Review of Girls and Women in STEM: A Never Ending Story

Autores/as

DOI:

https://doi.org/10.14507/er.v22.1862

Biografía del autor/a

Brooke Midkiff, University of North Carolina at Chapel Hill

Brooke Midkiff is a doctoral candidate at the University of North Carolina. She is pursuing a degree in Policy, Leadership, and School Improvement along with a graduate minor in Women’s and Gender Studies. Brooke specializes in quasi-experimental methods, with a focus on aggregate, state-level data. Her research interests are in gender issues in education including women and the politics of education, feminist critical policy analysis, and sex education policy. She lives in Chapel Hill, North Carolina with her daughter Sophia.

Citas

Collins, P. H. (1990). Black feminist thought in the matrix of domination. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, 221–238.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 1241–1299.

DiPrete, T. A., & Buchmann, C. (2013). The rise of women: the growing gender gap in education and what it means for American schools. New York: Russell Sage Foundation.

Legewie, J., & DiPrete, T. A. (2012). High school environments, STEM orientations, and the gender gap in science and engineering degrees. STEM Orientations, and the Gender Gap in Science and Engineering Degrees (February 21, 2012).

Xie, Y., & Shauman, K. A. (2003). Women in science: Career processes and outcomes (Vol. 26). Harvard University Press Cambridge, MA.

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Publicado

2015-05-20

Cómo citar

Midkiff, B. (2015). Review of Girls and Women in STEM: A Never Ending Story. Reseñas Educativas, 22. https://doi.org/10.14507/er.v22.1862

Número

2015

Sección

Reseñas de libros

Licencia

 

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Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0