TAKING STOCK: WHERE WE'VE BEEN, WHERE WE ARE, WHERE WE'RE GOING

By B. Clewell, P. Campbell. 2002

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Agricultural and Biological Sciences, Safety Research

View Paper: https://www.semanticscholar.org/paper/0f539d570c55c09872a8a268cde0b5ea34319011

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Xueli Wang
2. Joseph A. Taylor
3. Dawn R. Johnson
4. Jan E. DeWaters
5. Susan E. Powers

In General Agricultural and Biological Sciences

1. Jan E. DeWaters
2. Susan E. Powers
3. Christopher D. Wilson
4. Xueli Wang
5. Joseph A. Taylor
6. Dawn R. Johnson
7. Susan M. Kowalski
8. Janet F. Carlson

In Safety Research

1. Xueli Wang
2. Dawn R. Johnson
3. Jan E. DeWaters
4. Susan E. Powers
5. Allison Godwin
6. Adam Kirn
7. R. Belchior
8. Roisin M. Lyons

Citations in the corpus

• Why Students Choose STEM Majors (2013, background): “To make this happen, it is particularly important to further address the gender bias in STEM discussion (Clewell & Campbell, 2002), which may adversely affect female students’ math self-efficacy beliefs.”
• Women of color in science, technology, engineering, and mathematics (STEM) (2011, background): “Scholars have theorized and examined women’s underrepresentation in science, technology, engineering and mathematics (STEM) fi elds for well over thirty years (Clewell and Campbell, 2002).”
• The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, background): “Because significant achievement gaps by gender, race/ethnicity, and socioeconomic status remain in the US (Clewell & Campbell, 2002) despite the long-standing call for science for all Americans, we disaggregated data by various student demographic variables to examine if inquiry-based instruction…”
• The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study (2004, background): “Of the students taking the ACT or SAT in 2001, 12 percent of men and only 2 percent of women were planning to major in engineering [9].”
• Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior (2011, background): “…reflect general trends of gender differentiation in science achievement, and increased differentiation as students progress through school, that is well documented (e.g., American Association of University Women, 1998; Clewell and Campbell, 2002; Frehill et al., 2005; Haertel et al., 1981).”