Persistence in Science Play and Gender: Findings from Early Childhood Classrooms in Ireland-Reference-Cited by-同舟云学术

Persistence in Science Play and Gender: Findings from Early Childhood Classrooms in Ireland

Published:2022-05-12 Issue:4 Volume:34 Page:927-939
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Gilligan Therese¹^ORCID,McNally Sinéad¹^ORCID,Lovett Judy¹,Farell Therese¹^ORCID,Kumar Sona²^ORCID,McLoughlin Eilish³^ORCID,Corriveau Kathleen²^ORCID

Affiliation:

1. Institute of Education, Dublin City University

2. Wheelock College of Education and Human Development, Boston University

3. Faculty of Science and Health, Dublin City University

Funder

X University

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2071568

Reference65 articles.

1. Accenture. (2014). Powering economic growth; Attracting more young women into science and technology. https://www.accenture.com/ie-en/~/media/Accenture/Conversion-Assets/DotCom/Documents/Global/PDF/Industries_14/Accenture-STEMPowering-Economic-Growth.pdf

2. Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science

3. Stereotype Susceptibility in Children: Effects of Identity Activation on Quantitative Performance

4. “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity

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