2022 Literature Review Bibliography

Adams, T.L. and Flores, J. (2022). Marginalized Inclusion: The Experiences of Visible Minority Engineers in Ontario, Canada. Canadian Ethnic Studies, 54(2), 1–24.

Ahmed, N., Chowdhury, A.M., Urmi, T., and Jamal, L. (2022). Impact of Socio-Economic Factors on Female Students’ Enrollments in Science, Technology, Engineering and Mathematics and Workplace Challenges in Bangladesh. American Behavioral Scientist, 1.

Akin, V., Santillan, S.T., and Valentino, L. (2022). Strengthening the STEM Pipeline for Women: An Interdisciplinary Model for Improving Math Identity. Primus: Problems, Resources and Issues in Mathematics Undergraduate Studies, 1–24.

Aldén, L. and Neuman, E. (2022). Culture and the Gender Gap in Choice of Major: An Analysis Using Sibling Comparisons. Journal of Economic Behavior & Organization, 201, 346–373.

Alsulami, H., Abualsauod, E.H., Alomar, M.A., Serbaya, S.H., Othman, A.M., and Rizwan, A. (2022). The Impact of Campus Culture on the Satisfaction Level of Engineering Students: A Metaheuristics Approach. Mathematical Problems in Engineering, 1–9.

Arceo-Gomez, E.O. and Campos-Vazquez, R.M. (2022). Gender Bias in Evaluation Processes. Economics of Education Review, 89, 102272.

Ari, F., Arslan-Ari, I., and Vasconcelos, L. (2022). Early Childhood Preservice Teachers’ Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education. TechTrends: Linking Research & Practice to Improve Learning, 66(3), 539–546.

Armond, A.C.V. and Kakuk, P. (2022). Perceptions of Publication Pressure Among Hungarian Researchers: Differences Across Career Stage, Gender, and Scientific Field. Accountability in Research: Policies & Quality Assurance, 1–10.

Ashlock, J., Stojnic, M., and Tufekci, Z. (2022). Gender Differences in Academic Efficacy Across STEM Fields. Sociological Perspectives, 65(3), 555–579.

Atwood, S., Gilmartin, S., and Sheppard, S. (2022). The Effects of Gender and URM Status on the Engineering Professional Identity of Upper-Year Engineering Students. ASEE Annual Conference & Exposition. Minneapolis.

Ayllón, S. (2022). Online Teaching and Gender Bias. Economics of Education Review, 89, N.PAG-N.PAG.

Bahar, A.K., Kaya, E., and Zhang, X. (2022). Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and Top Achievement. Journal of Advanced Academics, 33(4), 574–603.

Bansilal, S. and Lephoto, T. (2022). Exploring Particular Learner Factors Associated with South African Mathematics Learners’ Achievement: Gender Gap or Not. African Journal of Research in Mathematics, Science and Technology Education, 26(2), 1–12.

Barksdale, S., Scharber, C., and Chang, Y.-H. (2022). Team Mensa: A Case Study of Supporting Middle School Girls’ Interest in Computer Science Through an Informal Learning Program. Journal of Research on Technology in Education, 54(3), 359–374.

Barron, E., Ruiz, L.E., and Amorós, J.E. (2022). From Lab to Market: An Analysis of Gender Role in Academic Entrepreneurial Intention. Journal of the International Council for Small Business, 3(2), 162–168.

Barth, J.M. and Yang, Y. (2022). Changes in Life Goals over College: A Comparison Between Men and Women Majoring in STEM. Sex Roles, 87(1/2), 20–34.

Battey, D., Amman, K., Leyva, L.A., Hyland, N., and McMichael, E.W. (2022). Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction. Journal for Research in Mathematics Education, 53(2), 94–113.

Batty, L. and Reilly, K. (2022). Understanding Barriers to Participation Within Undergraduate STEM Laboratories: Towards Development of an Inclusive Curriculum. Journal of Biological Education (Routledge), 1–23.

Beck, M., Cadwell, J., Kern, A., Wu, K., Dickerson, M., and Howard, M. (2022). Critical Feminist Analysis of STEM Mentoring Programs: A Meta‐Synthesis of the Existing Literature. Gender, Work & Organization, 29(1), 167–187.

Beddoes, K. (2022). Gender as Structure in the Organisational Socialisation of Newcomer Civil Engineers. European Journal of Engineering Education, 47(1), 102–116.

Beddoes, K. and Grajdura, S. (2022). A Systematic Literature Review of the Research on Gendered Socialization in Graduate Engineering Education. ASEE Annual Conference & Exposition. Minneapolis.

Beidas, R.S., Hannon, P.A., James, A.S., and Emmons, K.M. (2022). Advancing Gender Equity in the Academy. Science Advances, 8(13), 1–3.

Bellotti, E., Czerniawska, D., Everett, M.G., and Guadalupi, L. (2022). Gender Inequalities in Research Funding: Unequal Network Configurations, or Unequal Network Returns? Social Networks, 70, 138–151.

Bendig, D. (2022). Chief Operating Officer Characteristics and How They Relate to Exploration via Patenting Versus Venturing. Journal of Business Research, 140, 297–309.

Beutel, A.M. and Schleifer, C. (2022). Family Structure, Gender, and Wages in STEM Work. Sociological Perspectives, 65(4), 790–819.

Bhaduri, S., Virguez, L., Soledad, M., and Basu, D. (2022). WIP – Retention of Women in Engineering Professoriate: A Systematic Review. ASEE Annual Conference & Exposition. Minneapolis.

Biewen, M. and Schwerter, J. (2022). Does More Maths and Natural Sciences in High School Increase the Share of Female STEM Workers? Evidence from a Curriculum Reform. Applied Economics, 54(16), 1889–1911.

Bilen-Green, C., Cervato, C., Minerick, A., Burnett, A., Green, R., Koretsky, C., Wahl, D., Wingate, L., Raman, R., Goltz, S., and Sotirin, P. (2022). Creating a Collaborative Cross-Institutional Culture to Support STEM Women of Color and Women with Family Responsibilities at Four Midwestern Research Institutions. ASEE Annual Conference & Exposition. Minneapolis.

Blackburn, H. (2022). The Status of Women in STEM in Higher Education in the United States During the COVID-19 Pandemic: A Literature Review 2020-2022. Science & Technology Libraries, 1–21.

Blaique, L. and Pinnington, A.H. (2022). Occupational Commitment of Women Working in SET: The Impact of Coping Self‐Efficacy and Mentoring. Human Resource Management Journal, 32(3), 555–583.

Blair-Loy, M., Mayorova, O.V., Cosman, P.C., and Fraley, S.I. (2022). Can Rubrics Combat Gender Bias in Faculty Hiring? Science, 377(6601), 35–37.

Blaney, J.M. (2022). Cultivating Community College Pathways to STEM Leadership: Examining the Relationships Between Gender, Upward Transfer, and Students’ Computing Leadership Identity. Community College Review, 50(3), 269–291.

Blank, C., Charles, M., Feniger, Y., and Pinson, H. (2022). Context Matters: Differential Gendering of Physics in Arabic-Speaking, Hebrew-Speaking, and Single-Sex State Schools in Israel. Sex Roles, 86(11/12), 620–633.

Boeve-de Pauw, J., Ardies, J., Hens, K., Wullemen, A., Van de Vyver, Y., Rydant, T., De Spiegeleer, L., and Verbraeken, H. (2022). Short and Long Term Impact of a High-Tech STEM Intervention on Pupils’ Attitudes Towards Technology. International Journal of Technology and Design Education, 32(2), 825–843.

Boeve-de Pauw, J., De Loof, H., Walan, S., Gericke, N., and Van Petegem, P. (2022). Teachers’ Self-Efficacy and Role When Teaching STEM in High-Tech Informal Learning Environments. Research in Science & Technological Education, 1–21.

Bonus, J.A., Lynch, T., Nathanson, A., and Watts, J. (2022). Counter-Stereotypical, yet Counterproductive? How Families at a Science Museum Respond to Narratives That Defy Gender Stereotypes. Media Psychology, 25(3), 469–498.

Bork, S.J. and Mondisa, J. (2022). Engineering Graduate Students’ Mental Health: A Scoping Literature Review. Journal of Engineering Education, 111(3), 665–702.

Boyd-Sinkler, K.E., Holloman, T.K., Pee, C.M., Lee, W.C., and London, J.S. (2022). Black Students in Undergraduate Engineering Programs: A Qualitative Systematic Review. Journal of Negro Education, 91(1), 112–124.

Buckley, C., Farrell, L., and Tyndall, I. (2022). Brief Stories of Successful Female Role Models in Science Help Counter Gender Stereotypes Regarding Intellectual Ability Among Young Girls: A Pilot Study. Early Education and Development, 33(4), 555–566.

Burgess, S., Hauberg, D.S., Rangvid, B.S., and Sievertsen, H.H. (2022). The Importance of External Assessments: High School Math and Gender Gaps in STEM Degrees. Economics of Education Review, 88, N.PAG-N.PAG.

Caldarulo, M., Olsen, J., Frandell, A., Islam, S., Johnson, T.P., Feeney, M.K., Michalegko, L., and Welch, E.W. (2022). COVID-19 and Gender Inequity in Science: Consistent Harm over Time. PLOS ONE, 17(7), 1–12.

Campbell-Montalvo, R., Malaykhan, M., Smith, C.A.S., Hughes Miller, M., Puccia, E., Mayberry, M., Skvoretz, J., and Wao, H. (2022). Sexual and Gender Minority Undergraduates’ Relationships and Strategies for Managing Fit in STEM. PLOS ONE, 17(3), 1–24.

Canessa-Pollard, V., Reby, D., Banerjee, R., Oakhill, J., and Garnham, A. (2022). The Development of Explicit Occupational Gender Stereotypes in Children: Comparing Perceived Gender Ratios and Competence Beliefs. Journal of Vocational Behavior, 134, 103703.

Cardador, M.T., Hill, P.L., and Lopez‐Alvarez, G. (2022). Examining Interests and Goals as Predictors of Gender Differences in Engineers’ Pursuit of Managerial Roles. Journal of Engineering Education, 1.

Carrigan, C., Folks, L., Berhalter, L.T., and Schiller, N. (2022). Overcome Gender Discrimination in STEM Using the Case Study Method. ASEE Annual Conference & Exposition. Minneapolis.

Casper, A.M. Aramati, Atadero, R.A., and Fuselier, L.C. (2022). Revealing the Queer-Spectrum in STEM Through Robust Demographic Data Collection in Undergraduate Engineering and Computer Science Courses at Four Institutions. PLOS One, 17(3), e02674267.

Castillo, A.J., Durán, P., Fuller, E., Watson, C., Potvin, G., and Kramer, L.H. (2022). Student Attitudes in an Innovative Active Learning Approach in Calculus. International Journal of Mathematical Education in Science and Technology, 1–29.

Chan, A., Rottmann, C., Moore, E., and Radebe, D. (2022). Who Identifies as an Engineering Leader? Exploring Influences of Gender, Race, and Professional Experience. ASEE Annual Conference & Exposition. Minneapolis.

Chang, T., Chen, N., and Fan, Y. (2022). Uncovering Sex/Gender Differences of Arithmetic in the Human Brain: Insights from fMRI studies. Brain and Behavior, 1.

Chatzi, A.V. and Murphy, C. (2022). Investigation on Gender and Area of Study Stereotypes Among Irish Third Level Students. International Journal of Educational Research Open, 3, 100171.

Chen, J., Kolmos, A., and Clausen, N.R. (2022). Gender Differences in Engineering Students’ Understanding of Professional Competences and Career Development in the Transition from Education to Work. International Journal of Technology and Design Education, 1–22.

Chen, Y., Chiu, S.W.K., Zhu, J., and So, W.W.M. (2022). Maintaining Secondary School Students’ STEM Career Aspirations: The Role of Perceived Parental Expectations, Self-Efficacy, and Cultural Capital. International Journal of Science Education, 44(3), 434–462.

Chen, Y., Chow, S.C.F., and So, W.W.M. (2022). School-STEM Professional Collaboration to Diversify Stereotypes and Increase Interest in STEM Careers Among Primary School Students. Asia Pacific Journal of Education, 42(3), 556–573.

Cheng, L., Hao, M., Xiao, L., and Wang, F. (2022). Join Us: Dynamic Norms Encourage Women to Pursue STEM. Current Psychology, 41(9), 5967–5977.

Chhaochharia, V., Du, M., and Niessen-Ruenzi, A. (2022). Counter-Stereotypical Female Role Models and Women’s Occupational Choices. Journal of Economic Behavior and Organization, 196, 501–523.

Chinoy, N., Stoub, H., Ogrodzinski, Y., Smith, K., Bahal, D., and Zubek, J. (2022). Assessing Student Desire for Professional Skills Development Within the Undergraduate Science Curriculum: A Focus on Teamwork. Advances in Physiology Education, 46(1), 179–189.

Cho, S.-Y. (2022). Female Mentors and Peers: A Heterogeneity Analysis of Gender Gaps in Attitudes Towards STEM in South Korea. Korea Journal, 62(2), 208–240.

Choi, J.O., Shane, J.S., and Chih, Y.-Y. (2022). Diversity and Inclusion in the Engineering-Construction Industry. Journal of Management in Engineering, 38(2), 1–4.

Chu, W.W., Hafiz, N.R.M., Mohamad, U.A., Ashamuddin, H., and Tho, S.W. (2022). A Review of STEM Education with the Support of Visualizing Its Structure Through the CiteSpace Software. International Journal of Technology and Design Education, 1–23.

Cidlinska, K., Nyklova, B., Machovcova, K., Mudrak, J., and Zabrodska, K. (2022). “Why I Don’t Want to Be an Academic Anymore?” When Academic Identity Contributes to Academic Career Attrition. Higher Education (00181560), 1–16.

Conzon, V. (2022). Managers’ Responses to Gender Equality Policies: Gendered Constraints in Role Performances. Academy of Management Annual Meeting Proceedings, 2022(1), 1453–1453.

Cooper, G., Thomas, D.P., Prain, V., and Fraser, S. (2022). Associations Between Australian Students’ Literacy Achievement in Early Secondary School and Senior Secondary Participation in Science: Accessing Cultural and Science Capital. International Journal of Science Education, 44(10), 1549–1564.

Copur-Gencturk, Y., Thacker, I., and Cimpian, J. (2022). Teacher Bias in the Virtual Classroom. Computers and Education, 191(4), 104627.

Crowther, P. and Briant, S. (2022). Gender‐Based Differences in Academic Achievement in a University Design Program. International Journal of Art and Design Education, 1.

Cruz, M. and Nagy, N. (2022). Profiles in Persistence: A Latent Profile Analysis of Multilevel Coping Strategies Enacted Among Women in the Sciences. Journal of Organizational Behavior, 1.

Cwik, S. and Singh, C. (2022). Self-Efficacy and Perceived Recognition by Peers, Instructors, and Teaching Assistants in Physics Predict Bioscience Majors’ Science Identity. PLOS ONE, 17(9), 1–12.

Danowitz, A. and Beddoes, K. (2022). Mental Health in Engineering Education: Identifying Population and Intersectional Variation. IEEE Transactions on Education, 65(3), 257–266.

Dasgupta, A. and Sharma, A. (2022). Preferences or Expectations: Understanding the Gender Gap in Major Choice. Oxford Economic Papers, 74(4), 1167–1194.

Davila Dos Santos, E., Albahari, A., Díaz, S., and De Freitas, E.C. (2022). “Science and Technology as Feminine”: Raising Awareness About and Reducing the Gender Gap in STEM Careers. Journal of Gender Studies, 31(4), 505–518.

de la Vega, N. (2022). The Differential Effect of Childbirth on Men’s and Women’s Careers. Labour Economics, 78, 102249.

de las Cuevas, P., García-Arenas, M., and Rico, N. (2022). Why Not STEM? A Study Case on the Influence of Gender Factors on Students’ Higher Education Choice. Mathematics (2227-7390), 10(2), 239–N.PAG.

Delahanty, C. and Silverman, J. (2022). Lived Experiences That Influence How Women Engineering Majors Describe Themselves as Creative. ASEE Annual Conference & Exposition. Minneapolis.

Delaney, J.M. and Devereux, P.J. (2022). Gender Differences in STEM Persistence After Graduation. Economica, 89(356), 862–883.

Delgado, M. and Murray, F. (2022). Faculty as Catalysts for New Inventors: Differential Outcomes for Male and Female PhD Students. Academy of Management Annual Meeting Proceedings, 2022(1), 3722–3722.

Delpech, D. and Dringenberg, E. (2022). Surfacing Deeply Held Beliefs About Gender- and Race-Based Minoritization in Engineering: Emerging Insights After Two Years Focused on Data Collection. ASEE Annual Conference & Exposition. Minneapolis.

Di Vaio, A., Hassan, R., and Palladino, R. (2022). Blockchain Technology and Gender Equality: A Systematic Literature Review. International Journal of Information Management, 102517.

Diez, J.-L., Ramos, A., and Candela, C. (2022). Static and Dynamic Assessment of STEM Gender Stereotypes in Secondary Education Using a Novel Cluster-Based Analysis. International Journal of Technology and Design Education, 1–26.

Dika, S.L., Wang, Y., and Findlater, N. (2022). Patterns of Engagement Among Puerto Rican University Completers: Do Major and Gender Matter? Journal of Hispanic Higher Education, 21(2), 212–227.

Dohn, N.B. (2022). A Gender Perspective on the Structure of Adolescents’ Interest in Science. International Journal of Science Education, 44(10), 1565–1582.

Doornkamp, L., Van der Pol, L.D., Groeneveld, S., Mesman, J., Endendijk, J.J., and Groeneveld, M.G. (2022). Understanding Gender Bias in Teachers’ Grading: The Role of Gender Stereotypical Beliefs. Teaching and Teacher Education, 118, 103826.

Douglas, H.M., Settles, I.H., Cech, E.A., Montgomery, G.M., Nadolsky, L.R., Hawkins, A.K., Ma, G., Davis, T.M., Elliott, K.C., and Cheruvelil, K.S. (2022). Disproportionate Impacts of COVID-19 on Marginalized and Minoritized Early-Career Academic Scientists. PLOS ONE, 17(9), 1–17.

Duchek, S., Foerster, C., and Scheuch, I. (2022). Bouncing up: The Development of Women Leaders’ Resilience. Scandinavian Journal of Management, 38(4), 101234.

Dulce-Salcedo, O.V., Maldonado, D., and Sánchez, F. (2022). Is the Proportion of Female STEM Teachers in Secondary Education Related to Women’s Enrollment in Tertiary Education STEM Programs? International Journal of Educational Development, 91, N.PAG-N.PAG.

Dumitru, O.D., Thorson, K.R., and West, T.V. (2022). Investigating Gender Differences Among Tutors and Students During STEM Peer Tutoring: Women Are as Behaviorally Engaged as Men but Experience More Negative Affect. Contemporary Educational Psychology, 70, N.PAG-N.PAG.

Dunn, M., Gregor, M., Robinson, S., Ferrer, A., Campbell-Halfaker, D., and Martin-Fernandez, J. (2022). Academia During the Time of COVID-19: Examining the Voices of Untenured Female Professors in STEM. Journal of Career Assessment, 30(3), 573–589.

Dustan, A., Koutout, K., and Leo, G. (2022). Second-Order Beliefs and Gender. Journal of Economic Behavior and Organization, 200, 752–781.

Edmonds, J., Lewis, F., and Fogg-Rogers, L. (2022). Primary Pathways: Elementary Pupils’ Aspiration to Be Engineers and STEM Subject Interest. International Journal of Science Education, Part B, 12(3), 221–234.

Egana-delSol, P., Bustelo, M., Ripani, L., Soler, N., and Viollaz, M. (2022). Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Technological Forecasting and Social Change, 175, 121333.

Eren, E. (2022a). Never the Right Time: Maternity Planning Alongside a Science Career in Academia. Journal of Gender Studies, 31(1), 136–147.

Eren, E. (2022b). Talking Science and Feminism. Journal of Gender Studies, 1–17.

Espinoza, H. and Speckesser, S. (2022). A Comparison of Earnings Related to Higher Technical and Academic Education. Education Economics, 1–16.

Exley, C.L. and Kessler, J.B. (2022). Gender Gap in Self-Promotion. Quarterly Journal of Economics, 137(3), 1345–1381.

Fenoll, A.A. and Zaccagni, S. (2022). Gender Mix and Team Performance: Differences Between Exogenously and Endogenously Formed Teams. Labour Economics, 102269.

Fiorentin, F., Pereira, M., Suarez, D., and Tcach, A. (2022). When Matthew Met Matilda: The Argentinean Gender Gap in the Allocation of Science and Technology Public Grants. Economics of Innovation and New Technology, 1–13.

Fitzpatrick, M.E., Burrows, S.G., and Yonker, J.A. (2022). An Exploratory Study of Engineering Graduate Student Persistence: Self-Efficacy and Contextual Influences. Journal of Career Development, 1.

Fox, M.F., Rueda, D.R., Sonnert, G., Nabors, A., and Bartel, S. (2022). Publications About Women, Science, and Engineering: Use of Sex and Gender in Titles over a Forty-Six-Year Period. Science, Technology and Human Values, 47(4), 774–814.

Fox-Turnbull, W.H., Docherty, P.D., Zaka, P., and Impey, T. (2022). Initial Teacher Education (ITE) Students’ Perceptions of Typical Engineers: Assessing Potential for Bias in the Formative Career Decision Years. International Journal of Technology and Design Education, 1–18.

Frachtenberg, E. and Kaner, R.D. (2022). Underrepresentation of Women in Computer Systems Research. PLOS ONE, 17(4), 1–23.

Frank, P. (2022). Falsification of the Sexual Experiences Questionnaire: No Evidence of Systemic Sexual Harassment in Academic STEM. Psych, 4(3), 404–434.

Gabay-Egozi, L., Nitsche, N., and Grieger, L. (2022). In Their Footsteps or Shadow? Gender Differences in Choosing a STEM Major as a Function of Sibling Configuration and Older Sibling’s Gender and Math Ability. Sex Roles, 86(1/2), 106–126.

Gales, A. (2022). Perceived Gendered Expectations: A Challenge for Generation Z Women. Feminist Media Studies, 1–17.

Gali, N. (2022). Team Gender Composition Impact on the Production of Disruptive Research. Academy of Management Annual Meeting Proceedings, 2022(1), 69–69.

Gao, Y., Wilson, J., and Mabrouk, P.A. (2022). How Do Chemistry Faculty and Graduate Students Engage in Decision Making on Issues Related to Ethical and Responsible Conduct of Research Including Authorship? Science and Engineering Ethics, 28(3), 1–26.

Garza, N. and Rodriguez, S. (2022). Conocimientos and the Borderlands of Identity from Mexican American Women in Engineering and Computer Science (Work in Progress). ASEE Annual Conference & Exposition. Minneapolis.

Genovesi, J., Marcus, I., Sterin, K., and Thomas, D. (2022). Engaging Women in Engineering – Training Mentors to Make a Difference (iTEST 1849735): Transforming Curriculum and Mentor Training in a Highly Successful Natural Science Program. ASEE Annual Conference & Exposition. Minneapolis.

Gladstone, J.R., Morell, M., Yang, J.S., Ponnock, A., Turci Faust, L., and Wigfield, A. (2022). You Can’t Compare if You Don’t Prepare: Differential Item Functioning in Measures of Grit, STEM Self-Regulation, and Motivation. Journal of Experimental Education, 1–19.

Goldberg, A.E., McCormick, N., Matsuno, E., Virginia, H., and Beemyn, G. (2022). Transgender Graduate Students: Considerations, Tensions, and Decisions in Choosing a Graduate Program. Journal of Homosexuality, 69(9), 1549–1575.

Gomez, J., Tayebi, A., and Delgado, C. (2022). Factors That Influence Career Choice in Engineering Students in Spain: A Gender Perspective. IEEE Transactions on Education, 65(1), 81–92.

Goodman, J.R. (2022). Sy-STEM-Ic Bias: An Exploration of Gender and Race Representation on University Patents. Brooklyn Law Review, 87(3), 853–914.

Goreth, S. and Vollmer, C. (2022). Gender Does Not Make the Difference: Interest in STEM by Gender Is Fully Mediated by Technical Socialization and Degree Program. International Journal of Technology and Design Education, 1–23.

Gregor, M., Dunn, M., Campbell-Halfaker, D., Martin-Fernandez, J., Ferrer, A., and Robinson, S. (2022a). Plugging the Leaky Pipeline: A Qualitative Investigation of Untenured Female Faculty in STEM. Journal of Career Development, 1.

Gregor, M.A., Weigold, I.K., Martin-Wagar, C.A., and Campbell-Halfaker, D. (2022b). Tenure Expectations and Career Aspirations Among Female Assistant Professors in STEM. Journal of Career Development, 49(4), 890–905.

Griffith, E.E., Mickey, E.L., and Dasgupta, N. (2022). A “Chillier” Climate for Multiply Marginalized STEM Faculty Impedes Research Collaboration. Sex Roles, 86(3/4), 233–248.

Guest, A. and Brown, J. (2022). Promoting Women and Minorities in Engineering – A Summer Program for Incoming Freshmen. ASEE Annual Conference & Exposition. Minneapolis.

Gumilar, S., Hadianto, D., Amalia, I.F., and Ismail, A. (2022). The Portrayal of Women in Indonesian National Physics Textbooks: A Textual Analysis. International Journal of Science Education, 44(3), 416–433.

Gunawardena, S. and Kecskemety, K. (2022). Gender Differences in First-Year Engineering: Peer Connections in the Time of COVID-19. ASEE Annual Conference & Exposition. Minneapolis.

Guo, S., Liu, C., and Liu, E. (2022). An Exploration of Multilevel Effects of Student- and School-Factors on Elementary Students’ Attitudes Towards Science. International Journal of Science Education, 1–23.

Gursch, S., Urak, K., Herold, M., Kutschera, S., de los Rios Perez, S., García-Betances, R., Fernanda Cabrera-Umpierrez, M., Ursa, Y., Slany, W., and Krnjic, V. (2022). Inequalities for Women in Science, Technology and Innovation. Proceedings of the International Conference on Gender Research (ICGR), 88–96.

Haghani, M., Abbasi, A., Zwack, C.C., Shahhoseini, Z., and Haslam, N. (2022). Trends of Research Productivity Across Author Gender and Research Fields: A Multidisciplinary and Multi-Country Observational Study. PLOS ONE, 17(8), 1–43.

Hailu, M.F. (2022). “I Don’t Think It Makes the Difference”: An Intersectional Analysis of How Women Negotiate Gender While Navigating STEM Higher Education in Ethiopia. Comparative Education Review, 66(2), 321–341.

Hajibabaei, A., Schiffauerova, A., and Ebadi, A. (2022). Gender-Specific Patterns in the Artificial Intelligence Scientific Ecosystem. Journal of Informetrics, 16(2), 101275.

Hall, J.L. and Butler, M.B. (2022). Much to Do About Identity: Successful Women in Science Reflect on Their School Years. School Science and Mathematics, 1.

Hall, W., Schmader, T., Inness, M., and Croft, E. (2022). Climate Change: An Increase in Norms for Inclusion Predicts Greater Fit and Commitment for Women in STEM. Group Processes and Intergroup Relations, 25(7), 1781–1796.

Hamdi, Y., Mulder, N., and Abdelhak, S. (2022). Women in Systems Science and Gender Parity: Why and How to Democratize the “Technology, Innovation, and Society Nexus.” OMICS: A Journal of Integrative Biology, 26(6), 329–338.

Harcey, S.R., Steidl, C.R., and Werum, R. (2022). STEM Degrees and Military Service: An Intersectional Analysis. Armed Forces & Society (0095327X), 48(4), 780–802.

Hardebolle, C., Verma, H., Tormey, R., and Deparis, S. (2022). Gender, Prior Knowledge, and the Impact of a Flipped Linear Algebra Course for Engineers over Multiple Years. Journal of Engineering Education, 111(3), 554–574.

Harris, J. (2022). Do Wages Fall When Women Enter an Occupation? Labour Economics, 74, 102102.

Henderson, T.S., Shoemaker, K.A., and Lattuca, L.R. (2022). Career Calculus: Assessing the Psychological Cost of Pursuing an Engineering Career. Journal of Engineering Education, 1.

Heo, S., Peralta, P.D., Jin, L., Pereira Nunes, C.R., and Bell, M.L. (2022). Differences in Self-Perception of Productivity and Mental Health Among the STEMM-Field Scientists During the COVID-19 Pandemic by Sex and Status as a Parent: A Survey in Six Languages. PLOS ONE, 17(7), 1–23.

Herskovic, L. and Silva, J. (2022). Links Between Performance in High School and the Decision to Major in STEM Fields: Evidence from Chile. Educational Studies, 1–28.

Heymann, C., Scully, S., and Franz-Odendaal, T.A. (2022). Exploration of Students’ Career Drivers and Goals by Grade Level and Gender in Atlantic Canada. Journal of Youth Studies, 25(2), 151–169.

Hickey, P.J., Erfani, A., and Cui, Q. (2022). Use of LinkedIn Data and Machine Learning to Analyze Gender Differences in Construction Career Paths. Journal of Management in Engineering, 38(6), 1–13.

Hipólito, J., Shirai, L.T., Halinski, R., Guidolin, A.S., Querino, R.B., Quintela, E.D., Pini, N. da S.D., Pires, C.S.S., and Fontes, E.M.G. (2022). Brazilian Female Researchers Do Not Publish Less Despite an Academic Structure That Deepens Sex Gap. PLOS ONE, 17(8), 1–17.

Holanda, M. and Silva, D.D. (2022). Latin American Women and Computer Science: A Systematic Literature Mapping. IEEE Transactions on Education, 65(3), 356–372.

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