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Publisher: Routledge, part of the Taylor & Francis Group

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Volume 32, Number 5, 3 July 2020

Trouble the gap: gendered inequities in STEM education
pp. 573-576(4)
Author: Hussénius, Anita

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How does gendering matter in preschool science : Emergent science, ‘neutral’ environments and gendering processes in preschool
pp. 608-625(18)
Authors: Günther-Hanssen, Anna; Danielsson, Anna T.; Andersson, Kristina

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‘I’ve never felt like that inhibits anything’: the gendered frameworks of Hispanic women college students in a STEM program
pp. 646-663(18)
Authors: Frederick, Angela; Daniels, Heather A.; Grineski, Sara E.; Collins, Timothy W.

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Selfies at the science museum: exploring girls’ identity performances in a science learning space
pp. 664-681(18)
Authors: Dawson, Emily; Archer, Louise; Seakins, Amy; Godec, Spela; DeWitt, Jennifer; King, Heather; Mau, Ada; Nomikou, Effrosyni

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Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics
pp. 682-696(15)
Authors: Silfver, Eva; Jacobsson, Maritha; Arnell, Linda; Bertilsdotter-Rosqvist, Hanna; Härgestam, Maria; Sjöberg, Magdalena; Widding, Ulrika

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