Tool Time: Gender and Students' Use of Tools, Control, and Authority.

By M. G. Jones, Laura Brader-Araje, L. W. Carboni, Glenda Carter, Melissa J. Rua, E. Banilower, H. Hatch. 2000

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STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). (2011, background): “In high school, girls are subtly reminded that “science is for boys” by the lack of reference to female scientists in science textbooks and curricula (Sadker & Sadker, 1994) and by having less opportunity to use science equipment compared with boys (Jones et al., 2000).”
A Longitudinal Study of the Educational and Career Trajectories of Female Participants of an Urban Informal Science Education Program (2004, background): “Counselors, teachers, and parents have a great potential to influence girls to enter into or opt out of SMET careers through their attitudes, encouragement, resources, teaching methods, and classroom materials (American Association of University Women, 1999; Bandura et al., 2001; Campbell & Beaudry,”