{"id":153,"date":"2023-07-06T14:20:11","date_gmt":"2023-07-06T14:20:11","guid":{"rendered":"https:\/\/sites.exeter.ac.uk\/ecrinstem\/?page_id=153"},"modified":"2023-07-13T14:36:43","modified_gmt":"2023-07-13T14:36:43","slug":"journal-articles","status":"publish","type":"page","link":"https:\/\/sites.exeter.ac.uk\/ecrinstem\/journal-articles\/","title":{"rendered":"Journal articles by our team"},"content":{"rendered":"\n

STEM and Education<\/strong><\/p><\/blockquote><\/figure>\n\n\n\n

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Unsplash License<\/a><\/figcaption><\/figure>\n\n\n\n

Stentiford, L.J.<\/strong>\u00a0(2019).\u00a0\u2018You can tell which ones are the laddy lads\u2019: young women\u2019s accounts of the engineering classroom at a high-performing English university.\u00a0Journal of Gender Studies<\/em>,\u00a028<\/em>(2), 218-230, DOI:\u00a010.1080\/09589236.2018.1423957<\/a><\/p>\n\n\n\n

Sentance, S.; Waite, J.; Yeomans, L.<\/strong> & MacLeod, E. (2017). Teaching with physical computing devices: the BBC micro:bit initiative.<\/em> 87-96, DOI: 10.1145\/3137065.3137083.<\/a><\/p>\n\n\n\n

Yeomans, L<\/strong>.; Zschaler, S. & Coate, K. (2019). Transformative and Troublesome? Students’ and Professional Programmers’ Perspectives on Difficult Concepts in Programming. ACM Transactions on Computing Education<\/em>. 19. 1-27; DOI: 10.1145\/3283071.<\/a><\/a><\/p>\n\n\n\n

Francis, B.; Archer, L.; Moote, J.; Witt, J. & Yeomans, L.<\/strong> (2017). Femininity, science, and the denigration of the girly girl, British Journal of Sociology of Education<\/em>, 38:8, 1097- 1110, DOI: 10.1080\/01425692.2016.1253455<\/a><\/p>\n\n\n\n

Francis, B.; Archer, L.; Moote, J.; DeWitt, J.; MacLeod, E. & Yeomans, L<\/strong>. (2017). The Construction of Physics as a Quintessentially Masculine Subject: Young People\u2019s Perceptions of Gender Issues in Access to Physics. Sex Roles<\/em>. 76. DOI: 10.1007\/s11199-016-0669-z.<\/a><\/p>\n\n\n\n

Archer, L.; Moote, J. & Francis, B.; DeWitt, J. & Yeomans, L.<\/strong> (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<\/em>. 54, DOI: 10.3102\/0002831216678379.<\/a><\/p>\n\n\n\n

Archer, L., Moote, J., Francis, B., DeWitt, J. & Yeomans, L<\/strong>. (2016). Stratifying science: a Bourdieusian analysis of student views and experiences of school selective practices in relation to \u2018Triple Science\u2019 at KS4 in England. Research Papers in Education<\/em>. 32. 1-20. DOI: 10.1080\/02671522.2016.1219382.<\/a><\/p>\n\n\n\n

Inclusion<\/strong><\/p><\/blockquote><\/figure>\n\n\n\n

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Unsplash License<\/a><\/figcaption><\/figure>\n\n\n\n

Fern\u00e1ndez, D.<\/strong>, 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\u2019 gender and socioeconomic background.\u00a0Social Psychology of Education<\/em>. DOI:\u00a010.1007\/s11218-023-09761-7<\/strong><\/a><\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

Stentiford, L. <\/strong>& Koutsouris, G. (2021). What are Inclusive Pedagogies in Higher Education?: a Systematic Scoping Review. Studies in Higher Education<\/em>, 46<\/em>, 2245-2261, DOI: 10.1080\/03075079.2020.1716322<\/strong><\/a><\/p>\n\n\n\n

Koutsouris, G., Anglin-Jaffe, H. & Stentiford, L.<\/strong> (2020). How well do we understand social inclusion in education?. British Journal of Educational Studies<\/em>, 68(2), 179-196, DOI: 10.1080\/00071005.2019.1658861<\/strong><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

STEM and Education Stentiford, L.J.\u00a0(2019).\u00a0\u2018You can tell which ones are the laddy lads\u2019: young women\u2019s accounts of the engineering classroom at a high-performing English university.\u00a0Journal of Gender Studies,\u00a028(2), 218-230, DOI:\u00a010.1080\/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, […]<\/p>\n","protected":false},"author":751,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"acf":[],"yoast_head":"\nJournal articles by our team - Finding the Way<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sites.exeter.ac.uk\/ecrinstem\/journal-articles\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Journal articles by our team - Finding the Way\" \/>\n<meta property=\"og:description\" content=\"STEM and Education Stentiford, L.J.\u00a0(2019).\u00a0\u2018You can tell which ones are the laddy lads\u2019: young women\u2019s accounts of the engineering classroom at a high-performing English university.\u00a0Journal of Gender Studies,\u00a028(2), 218-230, DOI:\u00a010.1080\/09589236.2018.1423957 Sentance, S.; Waite, J.; Yeomans, L. & MacLeod, E. 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