Eurasia Journal of Mathematics, Science and Technology Education

• Archer, L., Moote, J., & MacLeod, E. (2020). Learning that physics is ‘not for me’: Pedagogic work and the cultivation of habitus among advanced level physics students. Journal of the Learning Sciences, 29(3), 347-384. https://doi.org/10.1080/10508406.2019.1707679
• Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145-179. https://doi.org/10.1080/03057267.2014.937171
• Avraamidou, L. (2022). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58-94. https://doi.org/10.1002/tea.21721
• Avraamidou, L. (2023). Science is for everyone: Possible futures, possible selves. University of Groningen Press. https://doi.org/10.21827/64b546f09021e
• Bamberger, Y. M. (2014). Encouraging girls into science and technology with feminine role model: Does this work? Journal of Science Education and Technology, 23(4), 549-561. https://doi.org/10.1007/s10956-014-9487-7
• Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389-391. https://doi.org/10.1126/science.aah6524
• Clark, A. M., & Kajfez, R. (2023). The impact of girl scout engineering experiences on the identity development of middle schoolers. Journal of Pre-College Engineering Education Research, 12(2), Article 7. https://doi.org/10.7771/2157-9288.1346
• Couso, D., Grimalt-Álvaro, C., & Simarro, C. (2022). Problematizing STEM integration from an epistemological and identity perspective. In D. Ortega-Sánchez (Ed.), Controversial issues and social problems for an integrated disciplinary teaching (pp. 183-196). Springer. https://doi.org/10.1007/978-3-031-08697-7_13
• Dapia, M., Escudero, R., & Vidal, M. (2019). ¿Tiene género la ciencia? Conocimientos y actitudes hacia la ciencia en niñas y niños de educación primaria [Does science have a gender? Knowledge and attitudes towards science in primary school girls and boys]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 16(3), 3302-3317. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i3.3302
• Drymiotou, I., Constantinou, C., & Avraamidou, L. (2024). Would a career in science suit me? Students’ self-views in relation to science and STEM career aspirations. International Journal of Science Education, 20(1), Article e2559. https://doi.org/10.1002/rcs.2559
• Fleer, M. (2021). When preschool girls engineer: Future imaginings of being and becoming an engineer. Learning, Culture and Social Interaction, 30, Article 100372. https://doi.org/10.1016/j.lcsi.2019.100372
• García-Durán, D., Fernández-Oliveras, A., & Martín-Gámez, C. (2023). Diseño y validación de un cuestionario sobre percepciones STEM en el alumnado de educación primaria desde una perspectiva de género [Design and validation of a questionnaire on STEM perceptions among primary school pupils from a gender perspective]. In E. López Meneses & C. Bernal Bravo (Eds.), Educación, tecnología, innovación y transferencia del conocimiento (pp. 1299–1309). Dykinson. https://www.dykinson.com/libros/educacion-tecnologia-innovacion-ytransferencia-del-conocimiento/9788411705707/
• Harnischfeger, S., & Stahl, G. (2025). Studying Year 6 students’ perceptions of gender and their engagement in STEM within an Australian primary school. The Australian Educational Researcher, 52(3), 2491-2510. https://doi.org/10.1007/s13384-025-00821-9
• Hewitt, T., & Forcino, F. (2025). The influence of a STEM unit on the interest in and understanding of science and engineering between elementary school girls and boys. Discover Education, 4(1), Article 20. https://doi.org/10.1007/s44217-025-00404-x
• Hughes, R., Schellinger, J., Billington, B., Britsch, B., & Santiago, A. (2020). A summary of effective gender equitable teaching practices in informal STEM education spaces. Journal of STEM Outreach, 3(1), 1-9. https://doi.org/10.15695/jstem/v3i1.16
• Jackson, A., Mentzer, N., & Kramer-Bottiglio, R. (2020). Increasing gender diversity in engineering using softrobotics. Journal of Engineering Education, 110(1), 143-160. https://doi.org/10.1002/jee.20378
• Macías-González, G. G., Caldera-Montes, J. F., & Salán-Ballesteros, M. N. (2019). Orientación vocacional en la infancia y aspiraciones de carrera por género [Vocational guidance in childhood and career aspirations by gender]. Convergencia Revista de Ciencias Sociales, 26(80), 1-23. https://doi.org/10.29101/crcs.v26i80.10516
• Martín-Gámez, C., García-Durán, D., Fernández-Oliveras, A., & Torres-Blanco, V. (2022). Factors to consider from education to promote an image of science and technology with a gender perspective. Heliyon, 8(10), Article e11169. https://doi.org/10.1016/j.heliyon.2022.e11169
• Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339(7716), 332-336. https://doi.org/10.1136/bmj.b2535
• Quintana, R. (2023). From single attitudes to belief systems: Examining the centrality of STEM attitudes using belief network analysis. International Journal of Educational Research, 119, Article 102179. https://doi.org/10.1016/j.ijer.2023.102179
• Ribarić, N., & Novoselić, D. (2025). Impact of scientific inquiry-based activities on STEM interest in Croatian primary schools. Education Sciences, 15(9), Article 1237. https://doi.org/10.3390/educsci15091237
• Sakellariou, C., & Fang, Z. (2021). Self-efficacy and interest in STEM subjects as predictors of the STEM gender gap in the US: The role of unobserved heterogeneity. International Journal of Educational Research, 109, Article 101821. https://doi.org/10.1016/j.ijer.2021.101821
• Santos, P., El Aadmi, K., Calvera-Isabal, M., & Rodríguez, A. (2025). Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: A gender-perspective study in primary education. International Journal of Technology and Design Education, 35, 1293-1319. https://doi.org/10.1007/s10798-025-10001-6
• Seals, C. D., & Smith, E. B. (2013). Enhancing K-12 education with engineering outreach. In Proceedings of the 2013 ASEE Annual Conference & Exposition (pp. 523-531). https://doi.org/10.18260/1-2--19545
• Simarro, C., & Couso, D. (2022). Didáctica de la ingeniería: Tres preguntas con visión de futuro [Engineering education: Three forward-looking questions]. Enseñanza de las Ciencias, 40(3), 0147-164. https://doi.org/10.5565/rev/ensciencias.3507
• Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593. https://doi.org/10.1177/0956797617741719
• Tam, H., Chan, A. Y., & Lai, O. L. (2020). Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong. Children and Youth Services Review, 119, Article 105624. https://doi.org/10.1016/j.childyouth.2020.105624
• Torres-Torres, Y. D., Román-González, M., & Pérez-González, J. C. (2024). Didactic strategies for the education of computational thinking from a gender perspective: A systematic review. European Journal of Education, 59(2), e12640. https://doi.org/10.1111/ejed.12640
• UNESCO. (2021). Un nuevo informe de la UNESCO pone de relieve las desigualdades de género en la enseñanza de las ciencias, la tecnología, la ingeniería y las matemáticas (STEM) [A new UNESCO report highlights gender inequalities in science, technology, engineering and mathematics (STEM) education]. UNESCO. https://es.unesco.org/news/nuevo-informe-unesco-pone-relieve-desigualdades-genero-ensenanza-ciencias-tecnologia-ingenieria
• Vázquez, A. (2013). Educación: Percepción social de la ciencia en jóvenes y su relación con las vocaciones científicas [Education: Social perception of science among young people and its relationship with scientific vocations]. In Percepción social de la ciencia y la tecnología 2012 (pp. 25-68). FECYT.
• Valdés-Argüelles, C., Gutiérrez, A. F., & Verdeja, M. (2024). Gender perspectives on educational contributions to the study of video-gaming: A baseline feminist genealogy. Journal of Technology and Science Education, 14(3), 916-930. https://doi.org/10.3926/jotse.2621
• Vázquez, A., & Manassero, M. A. (2008). El declive de las actitudes hacia la ciencia de los estudiantes: Un indicador inquietante para la educación científica [The decline in students’ attitudes towards science: A worrying indicator for science education]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 5(3), 274-292. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2008.v5.i3.03
• Wang, M., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119-140. https://doi.org/10.1007/s10648-015-9355-x
• World Economic Forum. (2023). Global gender gap report 2023. World Economic Forum. http://reports.weforum.org/globalgender-gap-report-2023
• Zúñiga-Mejías, V., & Huincahue, J. (2024). Gender stereotypes in STEM: A systemic review of studies conducted at primary and secondary school. Educação e Pesquisa, 50, Article e258677. https://doi.org/10.1590/S1678-4634202450258677

APA

García-Durán, D., Fernández-Oliveras, A., & Martín-Gámez, C. (2025). How to fit identities? A systematic review about scientific education from a gender perspective. Eurasia Journal of Mathematics, Science and Technology Education, 21(12), em2749. https://doi.org/10.29333/ejmste/17501

Vancouver

García-Durán D, Fernández-Oliveras A, Martín-Gámez C. How to fit identities? A systematic review about scientific education from a gender perspective. EURASIA J Math Sci Tech Ed. 2025;21(12):em2749. https://doi.org/10.29333/ejmste/17501

AMA

García-Durán D, Fernández-Oliveras A, Martín-Gámez C. How to fit identities? A systematic review about scientific education from a gender perspective. EURASIA J Math Sci Tech Ed. 2025;21(12), em2749. https://doi.org/10.29333/ejmste/17501

Chicago

García-Durán, Desirée, Alicia Fernández-Oliveras, and Carolina Martín-Gámez. "How to fit identities? A systematic review about scientific education from a gender perspective". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 12 (2025): em2749. https://doi.org/10.29333/ejmste/17501

Harvard

García-Durán, D., Fernández-Oliveras, A., and Martín-Gámez, C. (2025). How to fit identities? A systematic review about scientific education from a gender perspective. Eurasia Journal of Mathematics, Science and Technology Education, 21(12), em2749. https://doi.org/10.29333/ejmste/17501

MLA

García-Durán, Desirée et al. "How to fit identities? A systematic review about scientific education from a gender perspective". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 12, 2025, em2749. https://doi.org/10.29333/ejmste/17501