Focus on STEM

• An Integrated Analysis of School Students’ Aspirations for STEM Careers: Which Student and School Factors Are Most Predictive? 
  This article examines student aspirations for STEM careers by drawing on surveys conducted annually from 2012 to 2015.
  _{Holmes, K., Gore, J., Smith, M., & Lloyd, A. (2017). An integrated analysis of school students’ aspirations for Stem careers: Which student and school factors are most predictive? International Journal of Science and Mathematics Education. 16, 655-675 doi:10.1007/s10763-016-9793-z.}
• When girls do masculinity like boys do: Establishing gender heteroglossia in school mathematics participation 
  This paper provides fresh insights into girls’ mathematics participation and demonstrates that the reasons why students chose to participate in Mathematics Advanced do not distinguish them by their sex/gender.
  _{Jaremus, F. (2021). When girls do masculinity like boys do: Establishing gender heteroglossia in school mathematics participation', Mathematics Education Research Journal. doi:10.1007/s13394-020-00355-6}
• Senior secondary student participation in STEM: Beyond national statistics 
  While the national statistics certainly provide clear evidence of declining enrolments and the underrepresentation of females in STEM, this paper investigates whether possible jurisdictional differences had been overlooked.
  _{Jaremus, F., Gore, J., Fray, L., Prieto-Rodriguez, E., (2018). Senior secondary student participation in STEM: Beyond national statistics. Mathematics Education Research Journal. Advance online publication.}
• Grouped out of STEM degrees: the overlooked mathematics ‘glass ceiling’ in NSW secondary schools 
  This paper investigates the effect that mathematics ability grouping has on senior secondary mathematics participation for low and middle grouped students in New South Wales, Australia.
  _{Jaremus, F., Gore, J., Fray, L., & Prieto-Rodriguez, E. (2020). Grouped out of STEM degrees: The overlooked mathematics ‘glass ceiling’ in NSW. International Journal of Inclusive Education. Advance online publication. doi:10.1080/13603116.2020.1776778.} 
• Girls are still being ‘counted out’: Examining teachers’ expectations of high-level mathematics students 
  This paper sheds new light on girls' underrepresentation through a post-structural feminist investigation of mathematics teachers' discursive constructions of high-level senior secondary mathematics students.
  _{Jaremus, F., Gore, J., Prieto-Rodriguez, E.., & Fray, L. (2021). Girls are still being ‘counted out’: Examining teachers’ expectations of high-level mathematics students. Educational Studies in Mathematics.}
• Parental Influences on Those Seeking a Career in STEM: The Primacy of Gender 
  Drawing on data from a four-year mixed-method longitudinal study conducted with students in Years 3 to 12, this paper examines parent data for those students who expressed an interest in pursuing STEM studies and careers.
  _{Lloyd, A., Gore, J., Holmes, K., Smith, M., & Fray, L., (2018). Parental influences on those seeking a career in STEM: The primacy of gender. International Journal of Gender, Science and Technology. 10, 208-328.}