Books

Barton, A. C. (1998). Feminist Science Education. New York: Teachers College Press.

Articles

Bailey, B., Scantlebury, K., & Johnson, E. (1999). Encouraging the beginning of equitable science teaching practice: Collaboration is the key. Journal of Science Teacher Education, 10(3), 159-173.

Jones, M. G., Howe, A., Rua, M. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192.

Jones, M. G. (1999). Cultural queries: Exploring gender and multicultural issues. In S. Totten (Ed.), Preparing middle leel educators: Practicing what we preach (pp. 245-248). New York: Falmer.

Jones, M. G. (1989). Gender issues in teacher education. Journal of Teacher Education, 40(1), 33-38

Journal of Elementary Science Education

Bohrmann, M.L., & Akerson, V.L. (2001).  A teacher’s reflections on her actions to improve her female students’ self-efficacy toward science. Journal of Elementary Science Education, 13(2), 41-56.

Bunderson, E.D., & Bunderson, C.V. (1996).  Implications of teachers’ recollections of topics selected by boys and girls for science fair projects. Journal of Elementary Science Education, 8(2), 21-31.

Buck, G.A., Leslie-Pelecky, D., & Kirby, S.K. (2002).  Bringing female scientists into the elementary classroom:  Confronting the strength of elementary students’ stereotypical images of scientists. Journal of Elementary Science Education, 14(2), 1-10.

Hamrich, P.L., Richardson, G.M., & Livingston, B. (2000).  Sisters in science:  Teachers reflective dialogue on confronting the gender gap. Journal of Elementary Science Education, 12(2), 39-52.

Jones, C., & Levin, J. (1994).  Primary and elementary teachers’ attitudes toward science in four areas related to gender differences in students’ science performance. Journal of Elementary Science Education, 6(1), 46-66.

Moore, J.J., & Watson, S.B. (1999).  Contributors to the decision of elementary education majors to choose science as an academic concentration. Journal of Elementary Science Education, 11(1), 37-46.

Shaw, E.L., Jr., & Doan, R.L. (1990).  An investigation of the differences in attitude and achievement between male and female second and fifth grade science students. Journal of Elementary Science Education, 2(1), 10-15.

She, C.H-C, & Barrow, L.H. (1997).  Gifted elementary students’ interactions with female and male scientists in a biochemistry enrichment program. Journal of Elementary Science Education, 9(2), 45-66.

Welborn, T., & McKenzie, D.L. (1989).  Science achievement, attitudes, and career selection of females:  A review of research.  Journal of Elementary Science Education, 1(2), 3-9.

The Journal of Science Teacher Education

Harwell, S.H. (2000).  In their own voices:  Middle level girls’ perceptions of teaching and learning science. Journal of Science Teacher Education, 11(3), 221-242.

Scantlebury, K. (1995).  Challenging gender-blindness in preservice secondary science teachers. Journal of Science Teacher Education, 6(3), 134-142.

Science Education

Bianchini, J., Johnston, C., Ovan, S., & Cavazos, L. (2003).  Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers.  Science Education, 87 (3), 419-443.

Davis, K. (2001).  “Peripheral and subversive”:  Women making connections and challenging boundaries of the science community.  Science Education, 85(4), 368-409.

Ford, D., Brickhouse, N., Lottero-Perdue, P. & Kittleson, J. (2006).  Elementary girls’ science reading at home.  Science Education, 90(2), 270-288.

Jones, G., Howe, A., & Rua, M. (2000).  Gender differences in students’ experiences, interests, and attitudes toward science and scientists.  Science Education, 84(2), 180-192.

Rivard, L. (2004).  Are language-based activities in science effective for all students, including low achievers.  Science Education, 88(3), 420-442.

Websites

Professional Organizations