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Is it all about early occupational expectations? How the gender gap in two science domains reproduces itself at subsequent stages of education: evidence from longitudinal PISA in Australia
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Is it all about early occupational expectations? How the gender gap in two science domains reproduces itself at subsequent stages of education: evidence from longitudinal PISA in Australia (2019)Is it all about early occupational expect…PISA 2015 Results (Volume I) (2016)PISA 2015 Results (Volume I)Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. (2015)Achievement, motivation, and …‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations (2013)‘Not girly, not sexy, not gla…Vocational Interests and Performance (2012)Vocational Interests and Perf…Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices (2011)Gendered educational and occu…Who wants to have a career in science or math? exploring adolescents' future aspirations by gender and race/ethnicity (2010)Who wants to have a career in…Decomposing primary and secondary effects: A new decomposition method (2010)Decomposing primary and secon…Women's underrepresentation in science: Sociocultural and biological considerations. (2009)Women's underrepresentation i…Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals (2008)Research Trends in Science Ed…Girls and science: A review of four themes in the science education literature (2008)Girls and science: A review o…PISA 2006 (2007)PISA 2006Women in science: career processes and outcomes (2004)Women in science: career proc…Attitudes towards science: A review of the literature and its implications (2003)Attitudes towards science: A …Gender and the Career Choice Process: The Role of Biased Self‐Assessments (2001)Gender and the Career Choice …Expectancy–Value Theory of Achievement Motivation (2000)Expectancy–Value Theory of Ac…Career Choice and Development. (1986)Career Choice and Development.Keeping Track: How Schools Structure Inequality. (1986)What Matters in College? Four Critical Years Revisited. 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(1984)Those Who Understand: Knowledge Growth in Teaching (1986)Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011)Global Patterns in Students’ Views of Science and Interest in Science (2014)The Challenges of Defining and Measuring Student Engagement in Science (2015)Meaningful differences in the everyday experience of young American children (1996)PISA 2006: An assessment of scientific literacy (2009)Scientific literacy, PISA, and socioscientific discourse: Assessment for progressive aims of science education (2009)Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science (2010)Cumulative Advantage as a Mechanism for Inequality: A Review of Theoretical and Empirical Developments (2006)The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement (2006)Indulging Our Gendered Selves? 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References

  • 2000Expectancy–Value Theory of Achievement Motivation7,373 cited
  • 1986Career Choice and Development.3,164 cited
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  • 2016PISA 2015 Results (Volume I)1,316 cited
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  • 2004Women in science: career processes and outcomes834 cited
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  • 2010Who wants to have a career in science or math? exploring adolescents' future aspirations by gender and race/ethnicity393 cited
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  • 2008Research Trends in Science Education from 2003 to 2007: A content analysis of publications in selected journals378 cited
  • 2012Vocational Interests and Performance358 cited
  • 2010Decomposing primary and secondary effects: A new decomposition method331 cited
  • 2015Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

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313 cited
  • 2013‘Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations307 cited
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