AAAS (1998). Project 2061. Blueprints for reform in science, mathematics, and technology education. Washington, DC: AAAS.
Abbas, T. (2004). The education of British South Asians: Ethnicity, capital and class structure. Basingstoke, UK: Palgrave-Macmillan.
Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Science Education, 27(1), 1–52.
Archer, L. (2003). Race, masculinity and schooling: Muslim boys and education. Buckingham, UK: Open University Press.
Archer, L. & Francis, B. (2007). Understanding minority ethnic achievement: ‘race’, class, gender and ‘success’. London: Routledge.
Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94
Baker, D. (1998). Equity issues in science education. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 869–896). Boston: Kluwer.
Baker, D. & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32
Bandura, A., Barbaranelli, C., Caprara, G. V. & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72
Beghetto, R. A. (2007). Factors associated with middle and secondary students’ perceived science competence. Journal of Research in Science Teaching, 44
Bennett, J. & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31
Blackledge, A. (2001). The wrong sort of capital? Bangladeshi women and their children’s schooling in Birmingham, U.K. International Journal of Bilingualism, 5
Blalock, C. L., Lichtenstein, M. J., Owen, S., Pruski, L., Marshall, C. & Toepperwein, M. (2008). In pursuit of validity: A comprehensive review of science attitude instruments 1935–2005. International Journal of Science Education, 30
Blenkinsop, S., McCrone, T., Wade, P. & Morris, M. (2006). How do young people make choices at 14 and 16? Slough, UK: National Foundation for Educational Research.
Brickhouse, N. W. & Potter, J. T. (2001). Young women’s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38
Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and Earth science classes. Journal of Research in Science Teaching, 45
Brown, B. A. (2006). “It ain’t no slang that can be said about this stuff”: Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43
Buck, G., Cook, K., Quigley, C. & Eastwood, J. (2009). Four profiles of urban, low SES, African-American girls’ attitudes toward science: A sequential explanatory mixed-methods study. Paper presented at the National Association for Research in Science Teaching Annual Meeting. Garden Grove, CA.
Cabinet Office (2008). Aspiration and attainment amongst young people in deprived communities: Analysis and discussion paper. Cabinet Office Social Exclusion Task Force: Short studies. London: Cabinet Office.
Calabrese Barton, A. & Brickhouse, N. (2006). Engaging girls in science. In C. Skelton, B. Francis & L. Smulyan (Eds.), The Sage handbook of gender and education (pp. 127–154). London: Sage.
Caleon, I. S. & Subramaniam, R. (2008). Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore. Journal of Research in Science Teaching, 45
Carlone, H. B. (2003). (Re)producing good science students: Girls’ participation in high school physics. Journal of Women and Minorities in Science and Engineering, 9
Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation, and resistance. Journal of Research in Science Teaching, 41
Carlone, H. B. & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44
Chaves, A. P., Diemer, M. A., Blustein, D. L., Gallagher, L. A., DeVoy, J. E., Casares, M. T., et al. (2004). Conceptions of work: The view from urban youth. Journal of Counseling Psychology, 51
Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27
Connor, H., Tyers, C., Modood, T. & Hillage, J. (2004). Why the difference: A closer look at higher education minority ethnic students and graduates. Department for Education and Skills. Research Report RR552.
Crozier, G. & Reay, D. (Eds.) (2005). Activating participation: Parents and teachers working towards partnership. Stoke-on-Trent, UK: Trentham Books.
Department for Children, Schools and Families (DCSF) (2008). Statistical first release: Attainment by pupil characteristics, in England 2007/08 (Annex 1). Department for Children, Schools and Families. SFR 32/2008.
Department for Education and Skills (DfES) (2005). Higher standards, better schools for all. London: Stationary Office.
Elias, P., Jones, P. & McWhinnie, S. (2006). Representation of ethnic groups in chemistry and physics: A report prepared for the royal society of chemistry and the institute of physics. London: Royal Society of Chemistry/Institute of Physics.
European Commission (2004). Europe needs more scientists: Report by the high level group on increasing human resources for science and technology. Brussels, Belgium: European Commission.
Ferry, T. R., Fouad, N. A. & Smith, P. L. (2000). The role of family context in a social cognitive model for career-related choice behavior: A math and science perspective. Journal of Vocational Behavior, 57
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.
Gardner, P. L. (1975). Attitudes to science. Studies in Science Education, 2
Germann, P. J. (1988). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching, 25
Gilbert, J. & Calvert, S. (2003). Challenging accepted wisdom: Looking at the gender and science education question through a different lens. International Journal of Science Education, 25
Gilborn, D. (1990). Race, ethnicity and education: Teaching and learning in multi-ethnic schools
. London: Routledge.CrossRef
Gilmartin, S. K., Li, E. & Aschbacher, P. (2006). The relationship between secondary students’ interest in physical science or engineering, science class experiences, and family contexts: Variations by gender and race/ethnicity. Journal of Women and Minorities in Science and Engineering, 12
Harding, S. (1986). The Science question in feminism. Ithaca, NY: Cornell University Press.
Holmes, L. (2000). Reframing learning: Performance, identity and practice. Paper presented at the Critical Contributions to Managing and Learning: 2nd Connecting Learning and Critique Conference.
HM Treasury (2006). Science and innovation investment framework: Next steps. London: HMSO.
Jenkins, E. & Nelson, N. W. (2005). Important but not for me: Students’ attitudes toward secondary school science in England. Research in Science & Technological Education, 23
Jones, P. & Elias, P. (2005). Science, engineering and technology and the UK’s ethnic minority population: A report for the royal society. Coventry, UK: Warwick Institute for Employment Research, University of Warwick.
Jones, M. G., Howe, A. & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84
Kelly, A. (1988). Ethnic differences in science choice, attitudes and achievement in Britain. British Educational Research Journal, 14
Kind, P., Jones, K. & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29
Krogh, L. B. & Thomsen, P. V. (2005). Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: Border crossing into the physics classroom. International Journal of Science Education, 27(3), 281–302.
Lent, R. W., Brown, S. D. & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45
Lent, R. W., Brown, S. D. & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47
Lindahl, B. (2007). A longitudinal study of student’s attitudes towards science and choice of career. Paper presented at the 80th NARST International Conference New Orleans, Louisiana.
Lyons, T. (2006). Different countries, same science classes: Students’ experience of school science classes in their own words. International Journal of Science Education, 28
Manning, A. (2009). Teachers’ views and experiences of being in an urban science department. Paper presented at British Educational Research Association Annual Student Conference, Manchester, 2–5 September 2009.
Mickelson, R. A. (1990). The attitude–achievement paradox among Black adolescents. Sociology of Education, 63
Miller, P. H., Blessing, J. S. & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28
Murphy, C. & Beggs, J. (2005). Primary science in the UK: A scoping study. Final report to the Wellcome Trust. London: Wellcome Trust.
Murphy, P. & Whitelegg, E. (2006). Girls in the physics classroom: A review of the research on the participation of girls in physics. London: Institute of Physics.
National Academy of Sciences: Committee on Science Engineering and Public Policy (2005). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: National Academy Sciences.
Omerod, M. B. & Duckworth, D. (1975). Pupils’ attitudes to science. Slough, UK: NFER.
Ong, M. (2005). Body projects of young women of color in physics: Intersections of gender, race, and science. Social Problems, 52
Osborne, J. F. & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23
Osborne, J. F., Simon, S. & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25
Owen, S. V., Toepperwein, M. A., Marshall, C. E., Lichtenstein, M. J., Blalock, C. L., Liu, Y., et al. (2008). Finding pearls: Psychometric reevaluation of the Simpson–Troost Attitude Questionnaire. Science Education, 92
Reay, D. (1996). Dealing with difficult differences: Reflexivity and social class in feminist research. Feminism & Psychology, 6
Roberts, G. (2002). SET for success: The supply of people with science, technology, engineering and mathematics skills. London: HM Treasury.
Schibeci, R. A. (1984). Attitudes to Science: An update. Studies in Science Education, 11
Schreiner, C. & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education)—a comparative study of students’ views of science and science education (pdf) (Acta Didactica 4/2004). Oslo, Norway: Dept. of Teacher Education and School Development, University of Oslo.
Sjøbeg, S. & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia Pacific Forum on Science Learning and Teaching, 6(2), 1–16.
Smart, S. & Rahman, J. (2009). Bangladeshi girls choosing science, technology, engineering and maths. London: CfBT Education Trust.
Springate, I., Harland, J., Lord, P. & Wilkin, A. (2008). Why choose physics and chemistry? The influences on physics and chemistry subject choices of BME students. London: Institute of Physics.
Strand, S. (2007). Minority ethnic pupils in the Longitudinal Study of Young People in England (LSYPE). London: Department for Children, Schools and Families.
Strand, S. & Winston, J. (2008). Educational aspirations in inner city schools. Educational Studies, 34
Tai, R. H., Liu, C. Q., Maltese, A. V. & Fan, X. (2006). Planning early for careers in science. Science, 312
The Royal Society (2006). A degree of concern? UK first degrees in science, technology and mathematics. London: The Royal Society.
Turner, S. L., Steward, J. C. & Lapan, R. T. (2004). Family factors associated with sixth-grade adolescents’ math and science career interests. The Career Development Quarterly, 53, 41–52.
Vidal Rodeiro, C. L. (2007). A level subject choice in England: Patterns of uptake and factors affecting subject preferences. Cambridge, UK: University of Cambridge Local Examinations Syndicate.
Zeldin, A. L. & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37(1), 215–246.