1. American Association of University Women (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: Author.
2. Archer, L., & DeWitt, J. (2014). Science aspirations and gender identity: Lessons from the ASPIRES Project. In E. K. Henriksen, J. Dillon, & J. Ryder (Eds.), Understanding student participation and choice in science technology and education (pp. 89–102). Dordrecht: Springer.
3. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations and family habitus: How families shape children’s engagement and identification with science. American Education Research Journal, 49, 881–908. doi: 10.3102/0002831211433290 .
4. Archer, L., DeWitt, J., & Osborne, J. (2015). Is science for us? Black students’ and parents’ views of science and science careers. Science Education, 99, 199–237. doi: 10.1002/sce.21146 .
5. Archer, L., Francis, B., Moote, J., DeWitt, J., & Yeomans, L. (2016a). The “exceptional” physics/ engineering girl: A sociological analysis of longitudinal data from girls aged 10–16 to explore gendered patterns of post-16 participation. Manuscript submitted for publication.