Girls are still being ‘counted out’: teacher expectations of high-level mathematics students

Author:

Jaremus FeliciaORCID,Gore Jennifer,Prieto-Rodriguez Elena,Fray Leanne

Funder

Australian Research Council

Australian Department of Education and Training

NSW Department of Education

The estate of Margaret Bowers

Research Training Program Scholarship

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference76 articles.

1. Alderton, J. (2020). Kelly’s story: Transformative identity work in primary mathematics teacher education. Gender and Education, 32(2), 145–160. https://doi.org/10.1080/09540253.2017.1336204

2. Atweh, B., & Cooper, T. (1995). The construction of gender, social class and mathematics in the classroom. Educational Studies in Mathematics, 28, 293–310.

3. Banerjee, M., Schenke, K., Lam, A., & Eccles, J. S. (2018). The roles of teachers, classroom experiences, and finding balance: A qualitative perspective on the experiences and expectations of females within STEM and non-STEM careers. International Journal of Gender, Science and Technology, 10(2), 287–307.

4. Barrett, M. J. (2005). Making [some] sense of feminist poststructuralism in environmental education research and practice. Canadian Journal of Environmental Education, 10, 79–93.

5. Blackburn, H. (2017). The status of women in STEM in higher education: A review of the literature 2007–2017. Science & Technology Libraries, 36(3), 235–273. https://doi.org/10.1080/0194262X.2017.1371658

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