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Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland
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Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland (2023)Navigating a male dominated domain: exper…Thematic Analysis (2022)Thematic AnalysisSecondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland (2020)Secondary school subjects and…Gender differences in the Australian undergraduate STEM student experience: a systematic review (2020)Gender differences in the Aus…From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)From expectancy-value theory …“Why So Few?”: Differential Effects of Framing the Gender Gap in STEM Recruitment Interventions (2020)“Why So Few?”: Differential E…Understanding gender differences in STEM: Evidence from college applications✰ (2019)Understanding gender differen…Addressing Unintended Consequences of Gender Diversity Interventions on Women’s Sense of Belonging in STEM (2018)Addressing Unintended Consequ…“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering (2018)“Girl Power”: Gendered Academ…Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects (2017)Predicting gender-STEM stereo…Cracking the code girls' and women's education in science, technology, engineering and mathematics (STEM) (2017)Cracking the code girls' and …Why are some STEM fields more gender balanced than others? (2016)Why are some STEM fields more…Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering (2015)Female peers in small work gr…Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics (2013)Love It or Leave It: Norwegia…The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2011)The Role of Stereotype Threat…Why so Few Women in Science, Technology, Engineering and Mathematics (2010)Why so Few Women in Science, …Understanding Women's Educational And Occupational Choices: Applying the Eccles et al. Model of Achievement-Related Choices (1994)Understanding Women's Educati…Men and Women of the Corporation. (1978)Measuring individual differences in implicit cognition: The implicit association test. (1998)Measuring individual differences in implicit cognition: The implicit association test. 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References

  • 2022Thematic Analysis6,108 cited
  • 2020From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation3,004 cited
  • 2010Why so Few Women in Science, Technology, Engineering and Mathematics1,626 cited
  • 2016Why are some STEM fields more gender balanced than others?1,499 cited
  • 1994Understanding Women's Educational And Occupational Choices: Applying the Eccles et al. Model of Achievement-Related Choices1,370 cited
  • 2011The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields580 cited
  • 2015Female peers in small work groups enhance women's motivation, verbal participation, and career aspirations in engineering308 cited
  • 2017Cracking the code girls' and women's education in science, technology, engineering and mathematics (STEM)280 cited
  • 2013Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics108 cited
  • 2019Understanding gender differences in STEM: Evidence from college applications✰107 cited
  • 2018Addressing Unintended Consequences of Gender Diversity Interventions on Women’s Sense of Belonging in STEM90 cited
  • 2018“Girl Power”: Gendered Academic and Workplace Experiences of College Women in Engineering85 cited
  • 2020Gender differences in the Australian undergraduate STEM student experience: a systematic review82 cited

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  • 2020Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland52 cited
  • 2017Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects47 cited
  • 2020“Why So Few?”: Differential Effects of Framing the Gender Gap in STEM Recruitment Interventions26 cited
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