Aikenhead, G. S. (2001). Students’ ease in crossing cultural borders into school science. Science Education, 85(2), 180–188.
Baldwin, R. G. (2009). Improving the climate for undergraduate teaching and learning in STEM fields. New Directions for Teaching and Learning, 117, 9–17.
Barrett, B. (2010). Religion and habitus: Exploring the relationship between religious involvement and educational outcomes and orientations among urban African American students. Urban Education, 45(4), 448–479.
Bourdieu, P. (1987). The forms of social capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood.
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(8), 1187–1218.
Carlone, H. B. & Johnson, A. (2012). Unpacking “culture” in cultural studies of science education: cultural difference versus cultural production. Ethnography and Education, 7(2), 151–173.
Ceglie, R. (2011). Underrepresentation of Women of Color in the Science Pipeline: The Construction of Science Identities, Journal of Women and Minorities in Science and Engineering, 17, 271-293.
Clewell, B. C. & Campbell, P. B. (2002). Taking stock: Where we’ve been, where we are, where we’re going. Journal of Women and Minorities in Science and Engineering, 8(3), 265–284.
Cole, D. & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300.
Davis, K. S. (1999). Why science? Women scientists and their pathways along the road less traveled. Journal of Women and Minorities in Science and Engineering, 5(2), 129–153.
Denzin, N. K. & Lincoln, Y. S. (2005). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage Publications.
Eisenhart, M. A. & Finkel, E. (1998). Women’s science: Learning and succeeding from the margins. Chicago, IL: University of Chicago Press.
Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209–241.
Gándara, P., Rumberger, R., Maxwell-Jolly, J. & Callahan, R. (2003). English learners in California schools: Unequal resources, unequal outcomes. Educational Policy Analysis Archives, 11(36), 1–54.
Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Geertz (Ed.), The interpretation of cultures: Selected essays (pp. 3–30). New York, NY: Basic Books.
Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. New York, NY: de Gruyter.
Gutiérrez, C. D. & Rogoff, B. (2003). Cultural ways of learning: Individual traits and repertoire of practice. Educational Researcher, 32(5), 19–25.
Hazari, Z., Tai, R. H. & Sadler, P. M. (2007). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 91(6), 847–876.
Hubbard, S. M. & Stage, F. K. (2009). Attitudes, perceptions, and preferences of faculty at Hispanic serving and predominantly Black institutions. Journal of Higher Education, 80(3), 270–289.
Hurtado, S. & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345.
Hurtado, S., Eagan, M. K., Cabrera, N. L., Lin, M. H., Park, J. & Lopez, M. (2008). Training future scientists: Predicting first-year minority student participation in health science research. Research in Higher Education, 49(2), 126–152.
Hurtado, S., Han, J. C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L. & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887.
Johnson, A., Brown, J., Carlone, H. A. & Cuevas, A. K. (2011). Authoring identity amidst the treacherous terrain of science: A multiracial feminist examination of the journeys of three women of color in science. Journal of Research in Science Teaching, 48(4), 339–366.
Kahveci, A., Southerland, S. & Gilmer, P. (2007). From marginality to legitimate peripherality: Understanding the essential functions of a women’s program. Science Education, 92(1), 33–64.
Kvale, S. & Brinkman, S. (2008). InterViews: Learning the craft of qualitative research interviewing. Thousand Oaks, CA: Sage.
LeCompte, M. D. (2000). Analyzing qualitative data. Theory Into Practice, 39(3), 146–154.
Lee, V. E. & Burkham, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P. & Enders, C. (2005). An instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42(8), 857–887.
Lin, N. (1999). Building a network theory of social capital. Connections, 22(1), 28–51.
Liou, D. D., Antrop-Gonzalez, R. & Cooper, R. (2009). Unveiling the promise of community cultural wealth to sustaining Latina/o students’ college going information networks. Educational Studies, 45(6), 534–555.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (3rd ed.). San Francisco, CA: Jossey-Bass.
Miller, L. S. (2005). Exploring high academic performance: The case of Latinos in higher education. Journal of Hispanic Higher Education, 4(3), 252–271.
National Center for Education Statistics (2012). The Nation’s Report Card: Science 2011. Report No. NCES 2012-465, Washington, DC. Retrieved from http://nces.ed.gov/nationsreportcard/pdf/main2011/2012465.pd. Accessed 5 Jan 2014.
National Science Board (2012). Science and engineering indicators 2012. Arlington, VA: National Science Foundation (NSB 12-01).
National Science Foundation (2013). Women, minorities, and persons with disabilities in science and engineering. Retrieved from http://www.nsf.gov/statistics/wmpd/2013/pdf/nsf13304_full.pdf. Accessed 13 Feb 2014.
Nora, A., Barlow, E. & Crisp, G. (2005). Student persistence and degree attainment beyond the first year in college: The need for research. In A. Seidman (Ed.), College student retention: Formula for student success (pp. 129–153). Westport, CT: Rowman & Littlefield Education.
Norman, O., Ault, C. R., Bentz, B. & Meskimen, L. (2001). The black-while “achievement gap” as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice. Journal of Research in Science Teaching, 38(10), 1101–1114.
Sackes, M., Trundle, K. C., Bell, R. L. & O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study. Journal of Research in Science Teaching, 48(2), 217–235.
Seidman, I. (2012). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). New York, NY: Teachers College Press.
Seymour, E. & Hewitt, N. M. (1997). Talking about leaving. Why undergraduates leave the sciences. Boulder, CO: Westview Press.
Spady, W. G. (1971). Dropouts from higher education: Toward an empirical model. Interchange, 2(3), 38–62.
Tierney, W. G. (1997). Organizational culture in higher education: Defining the essentials. Journal of Higher Education, 68(3), 1–16.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
Villegas, A. M. & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.
Watkins, J. & Mazur, E. (2013). Retaining students in science, technology, engineering and mathematics (STEM) majors. Journal of College Science Teaching, 42(5), 36–41.
Wilson, R. E. & Kittleson, J. (2013). Science as a classed and gendered endeavor: Persistence of two white female first-generation college students within an undergraduate science context. Journal of Research in Science Teaching, 50(7), 802–825.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.