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Reviewed by: Cheryl LaGuardia, Research Librarian, Widener Library, Harvard University
The International Journal of Gender, Science, and Technology (IJGST) focuses on “gender issues in and of science and technology, including engineering, construction and the built environment, and aims to explore the intersections of policy, practice and research.” The editors seek manuscripts from “practitioners, researchers and policy makers concerned with gender issues in and of science and technology…, in areas of interest not only to academics, but also to employers and educators involved in these sectors.” They “welcome contributions from a variety of disciplines and interdisciplinary perspectives and drawing on a wide range of theoretical frameworks,” with the aim of fostering “constructive debate and interchange of ideas between key players and experts in this field.” A key aspect of the journal is that it “enables those outside of academic institutions to have access to research data and results to inform strategies, responses and progress.”
Issues of IJGST may include Research and Theoretical Papers, Case Studies, Perspectives (providing space for “viewpoints and opinions which are not reporting new research but are reflecting on relevant issues in the area of gender and SET”), reviews of books, conferences and other resources, and, periodically, special issues arranged around a theme.
The most recent issue available for review, volume 7, No 2 (2015), is the Special Issue, Gendered Motivation and Choice in STEM, opening with the Editorial, “Gendered Motivation and Choice in STEM - Individual and Contextual Factors,” and then offering a smorgasbord of superb research papers addressing a wide range of gender-related issues affecting STEM interests: “About the Network Gender and STEM,” “Gendered Socialization of STEM Interests in the Family,” “The STEM Gender Gap: The Case for Spatial Interventions,” “Explaining Persisting Gender Inequalities in Aspirations and Attainment: An Integrative Developmental Approach,” “Do I Belong?: Gender, Peer Groups, and STEM Achievement,” “Postbaccalaureate STEM Students’ Perceptions of their Training: Exploring the Intersection of Gender and Nativity,” “Differential Effects of Adolescents’ Expectancy and Value Beliefs about Math and English on Math/Science-Related and Human Services-Related Career Plans,” “Does Anxiety in Science Classrooms Impair Science Motivation? -Gender Differences Beyond the Mean Level,” “Qualified for Teaching Physics? How Prospective Teachers Perceive Teachers With a Migration Background – and How It’s Really About “Him” or “Her,”’ “Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls,” and “The Role of Parental Beliefs in the Development of Interest and Importance Value of Mathematics and Literacy from Grade 7 to Grade 9.”
A variety of perspectives are revealed in the writing here, but all of it is thoughtful and scholarly. The authors in this issue come from around the world, and from a variety of different fields, but the quality of the scholarship is excellent throughout. This is a much-needed journal that will enrich the work of researchers in a host of social science and science disciplines, and should be made readily accessible to anyone interested in gender-based issues in science and technology.