Akyea, T., & Radakovic, N. (2023). Portraits of our practice: Using Black Canadian feminist theorizing to reflect on STEM curriculum research and practice. In P. P. Trifonas & S. Jagger (Eds.), Handbook of curriculum theory and research (pp. 1-16). Springer.
Ashford, S. N., Wilson, J. A., King, N. S., & Nyachae, T. M. (2017). STEM SISTA spaces: Creating counterspaces for Black girls and women. In T. S. Ransaw & R. Majors (Eds.), Emerging issues and trends in education (pp. 3-38). Michigan State University Press.
Howes, E. V. (2002). Connecting girls and science: Constructivism, feminism, and science education reform. Teachers College Press.
Kim, S., Beverly, S. P., Ro, & H. K. (2020). How many Latinas in STEM benefit from high-impact practices? Examining participation by social class and immigrant status. In E. M. Gonzalez, F. Fernandez, & M. Wilson (Eds.), An asset-based approach to advancing Latina students in STEM: Increasing resilience, participation, and success [eBook]. Taylor & Francis.
Leonard, J. (Ed.) (2018). Culturally specific pedagogy in the mathematics classroom. Taylor & Francis.
Mayberry, M. (2001). Reproductive and resistant pedagogies: The comparative roles of collaborative learning and feminist pedagogy in science education. In M. Mayberry, B. Subramaniam, & L. H. Weasel (Eds.), Feminist Science Studies (pp. 145-156). Routledge.
Scholarly Articles
Ardiles, T., Bravo, P., Fernández, F., & González, C. (2023). Nature is nonbinary: Gender and sexuality in biology education in Chile. WSQ: Women’s Studies Quarterly, 51(3&4), 59-72. https://muse.jhu.edu/pub/90/article/910067
Beck, M., Cadwell, J., Kern, A., Wu, K., Dickerson, M., & Howard, M. (2021). Critical feminist analysis of STEM mentoring programs: A meta-synthesis of the existing literature. Gender, Work & Organization, 29(1), 167-187. https://doi.org/10.1111/gwao.12729
Corron, A., & Rouse, R. (2022). Game over: The perils of framing feminist game design pedagogy as repair versus transformation. Catalyst, 8(2). https://doi.org/10.28968/cftt.v8i2.37709
Harvester, L., & Blenkinsop, S. (2010). Environmental education and ecofeminist pedagogy: Bridging the environmental and the social. Canadian Journal of Environmental Education, 15. Retrieved from https://cjee.lakeheadu.ca/article/view/784
Kellermeier, J. (2016). Saving mathematical lives: Teaching math as if race, class, and gender mattered. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 26(1), 21-23. https://muse.jhu.edu/pub/2/article/631420
King, N. S., Peña-Telfer, L., & Earls, S. (2023). “The work I do matters”: Cultivating a STEM counterspace for Black girls through social-emotional development and culturally sustaining pedagogies. Education Sciences, 13(7). https://doi.org/10.3390/educsci13070754
Levya, L. A., McNeill, R. T., & Duran, A. (2022). A queer of color challenge to neutrality in undergraduate STEM pedagogy as a white, cisheteropatriarchal space. Journal of Women and Minorities in Science and Engineering, 28(2), 79-94. 10.1615/JWomenMinorScienEng.2022036586
Manchenko, M., Parmaxi, A., Christou, E., Economides, A., Perifanou, M., Puente Hevia, D. M., Fernández Valdés, J., Loucaidou, E., Chatzikyriakou, A., Katic, S., & Vidmar, S. C. (2022). Gender-sensitive pedagogy for STEM disciplines. EDULEARN22 Proceedings, pp. 6047-6056. https://library.iated.org/view/MANCHENKO2022GEN
Miner, J. Z., & Robinson-Hill, R. (2021). Integrating feminist pedagogy into science teacher education. Science Education and Civic Engagement, 13(1), 14-20. https://eric.ed.gov/?id=EJ1342929
Pownall, M. (2023). Teaching feminist psychology epistemology, ontology, and methodology through conceptual replication research proposals. Scholarship of Teaching and Learning in Psychology. https://psycnet.apa.org/fulltext/2024-24343-001.html
Reyes, M. A. C., Hall, J., Odeh, Y. H., Garcia, A., Benton, A., Moffett, A., McCunney, D., Bose, D., & Banerjee, S. (2023). A special topic class in chemistry on feminism and science as a tool to disrupt the dysconcious racism in STEM. Journal of Chemical Education, 100(1), 112-117. https://pubs.acs.org/doi/full/10.1021/acs.jchemed.2c00293
Tolbert, S., Gray, S., Rivera, M., & Schindel, A. (2021). Teaching science to transgress: Portraits of feminist praxis. Journal of Research in Science Teaching, 59(1), 127-165. https://doi.org/10.1002/tea.21723