Referentes femeninos para fomentar las vocaciones STEAM de las niñas

Referencias bibliográficas

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• Bian, L., Leslie, S.–J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389. https://doi.org/10.1126/science.aah6524
• Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386. https://doi.org/10.1080/09540250500145072
• de Madariaga, I. S. (2004). Infraestructuras para la vida cotidiana y calidad de vida. Ciudades: Revista del Instituto Universitario de Urbanística de la Universidad de Valladolid, 8, 101-133.
• Hughes, G. (2000). Marginalization of Socioscientific Material in Scien-ce–Technology–Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform. Journal of Research in Science Teaching, 37(5), 426-440. https://doi.org/10.1002/(SICI)1098-2736(200005)37:5<426::AID-TEA3>3.0.CO;2-U
• Hypatia project. (2016). State of the art of gender in STEM. http://www.expecteverything.eu/file/2016/12/Hypatia-2.3-State-of-the-art-of-gender-in-STEM.pdf
• King’s College London. (2013). Aspires: Young people’s science and careers aspirations, age 10-14 | STEM. https://www.stem.org.uk/rx5ksh
• Lobue, V., & Deloache, J. S. (2011). Pretty in pink: The early development of gender-stereotyped colour preferences. The British Journal of Developmental Psychology, 29(Pt 3), 656-667. https://doi.org/10.1111/j.2044-835X.2011.02027.x
• Marth, M., & Bogner, F. X. (2019). Monitoring a gender gap in interest and social aspects of technology in different age groups. International Journal of Technology and Design Education, 29(2), 217-229. https://doi.org/10.1007/s10798-018-9447-2
• Merelo Guervós, J., & Molina, C. (2017). Evolución de la matrícula femenina en el grado de Informática en universidades públicas espa-ñolas. https://doi.org/10.13140/RG.2.2.19608.08969
• She Figures 2019 published – GENDE-RACTION. (2020). https://genderac-tion.eu/she-figures-2019-published/ Stoet, G., & Geary, D. C. (2018). The Gender-Equality Paradox in Scien-ce, Technology, Engineering, and Mathematics Education. Psychological Science, 29(4), 581-593. https://doi.org/10.1177/0956797617741719
• Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STE-Ming the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psycholo-gy, 100(2), 255-270. https://doi.org/10.1037/a0021385
• Van Camp, A. R., Gilbert, P. N., & O’Brien, L. T. (2019). Testing the effects of a role model intervention on women’s STEM outcomes. Social Psychology of Education, 22(3), 649-671. https://doi.org/10.1007/s11218-019-09498-2
• Vigdor, N. (2019, noviembre 10). Apple Card Investigated After Gender Discrimination Complaints (Published 2019). The New York Times. https://www.nytimes.com/2019/11/10/bu-siness/Apple-credit-card-investigation.htmlPara saber más