Finding the Way
Understanding the Barriers to Retention and Success for Early Career Researchers in Mathematics, Physics, Computer Sciences and Engineering
Finding the Way
Understanding the Barriers to Retention and Success for Early Career Researchers in Mathematics, Physics, Computer Sciences and Engineering
STEM and Education
Stentiford, L.J. (2019). ‘You can tell which ones are the laddy lads’: young women’s accounts of the engineering classroom at a high-performing English university. Journal of Gender Studies, 28(2), 218-230, DOI: 10.1080/09589236.2018.1423957
Sentance, S.; Waite, J.; Yeomans, L. & MacLeod, E. (2017). Teaching with physical computing devices: the BBC micro:bit initiative. 87-96, DOI: 10.1145/3137065.3137083.
Yeomans, L.; Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Transactions on Computing Education. 19. 1-27; DOI: 10.1145/3283071.
Francis, B.; Archer, L.; Moote, J.; Witt, J. & Yeomans, L. (2017). Femininity, science, and the denigration of the girly girl, British Journal of Sociology of Education, 38:8, 1097- 1110, DOI: 10.1080/01425692.2016.1253455
Francis, B.; Archer, L.; Moote, J.; DeWitt, J.; MacLeod, E. & Yeomans, L. (2017). The Construction of Physics as a Quintessentially Masculine Subject: Young People’s Perceptions of Gender Issues in Access to Physics. Sex Roles. 76. DOI: 10.1007/s11199-016-0669-z.
Archer, L.; Moote, J. & Francis, B.; DeWitt, J. & Yeomans, L. (2016). The “Exceptional” Physics Girl: A Sociological Analysis of Multimethod Data From Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation. American Educational Research Journal. 54, DOI: 10.3102/0002831216678379.
Archer, L., Moote, J., Francis, B., DeWitt, J. & Yeomans, L. (2016). Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England. Research Papers in Education. 32. 1-20. DOI: 10.1080/02671522.2016.1219382.
Inclusion
Fernández, D., Ryan, M.K. & Begeny, C.T. (2023). Recognizing the diversity in how students define belonging: evidence of differing conceptualizations, including as a function of students’ gender and socioeconomic background. Social Psychology of Education. DOI: 10.1007/s11218-023-09761-7
Stentiford, L. & Koutsouris, G. (2021). What are Inclusive Pedagogies in Higher Education?: a Systematic Scoping Review. Studies in Higher Education, 46, 2245-2261, DOI: 10.1080/03075079.2020.1716322
Koutsouris, G., Anglin-Jaffe, H. & Stentiford, L. (2020). How well do we understand social inclusion in education?. British Journal of Educational Studies, 68(2), 179-196, DOI: 10.1080/00071005.2019.1658861