Tímarit um menntarannsóknir - 01.01.2011, Side 121

Tímarit um menntarannsóknir - 01.01.2011, Side 121
121 Hrafnhildur Snæfríðar- og Gunnarsdóttir og Þorgerður Einarsdóttir Burger, C., Abbott, G., Tobias, S., Koch, J., Vogt, C., Sosa, T., Bievenue, L., Carlito, D. og Strawn, C. (2007). Gender equity in science, engineering and technology. Í S.Klein (ritsjóri), Handbook for achieving gender equity through education (2. útgáfa) (bls.255-279). New Jersey: Lawrence Erl- baum Associates. Charmaz, K. (2008). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles: SAGE Publications. Cohen, M. (1998). A habit of healthy idleness: Boys´ underachievement in historical per- spective. Í D. Edstein o.fl. (ritstjórar), Fail- ing boys? Issues on gender and achievement. Maidenhead: Open University Press. Craig, A., Lang, C og Fisher, J. (2008). Twenty years of girls into computing days: Has it been worth the effort? Journal of Inform- ation and Technology Education, 7, 339-353. Erla Hulda Halldórsdóttir. (2004). Staða og þróun jafnréttismála 1997-2002 (Rann- sóknarskýrsla). Reykjavík: Jafnréttisnefnd Háskóla Íslands. European Commission. (2009). She figures 2009: Statistics and indicators on gender equality in science. Luxembourg: Publica- tions Office of the European Union. Faulkner, W. (2000). Dualisms, hierarchies and gender in engineering. Social Studies of Science, 30, 759-792. Faulkner, W. (2001). The technology question in feminism: A view from feminist techno- logy studies. Women´s Studies International Forum, 24, 79-95. Fee, E. (1986). Critiques of modern science: The relationship of feminism to other radical epistemologies. Í R. Bleier (rit- stjóri), Feminist approaches to science (bls. 42-56). New York: Pergamon Press. Fogg, P. (2005). Harvard´s president wond- ers aloud about women in science and math. The Chronicle of Higher Education: The Faculty, 51 (21). Sótt 12. September 2011 af: http://www.iwu.edu/~mgar- dner/Articles/Summers%20Debate/ summersdebate2.pdf. Foucault, M. (1981). The order of discourse. Í Robert Young (ritstjóri). Untying the text: A post-structuralist reader (bls. 48-78). Bo- ston: Routledge & Kegan Paul Ltd. (Upp- haflega birt 1970). Fox, M. F. (2001). Women, science and aca- demia: Graduate education and careers. Gender and Society, 15, 654-666. Fox, M. F., Sonnert, G. og Nikiforova, I. (2009). Successful progams for undergra- tuate women in science and engineering: Adapting versus adopting the institutional environment. Research in Higher Education, 50, 333-353. Gestur Guðmundsson. (2008). Félagsfræði menntunar: Kenningar, hugtök, rannsóknir og sögulegt samhengi. Reykjavík: Skrudda. Gilbert, J. (2001). Science and its ‘other’: looking underneath ‘woman’ and ‘sci- ence’ for new directions in research on gender and science education. Gender and Education 13, 291–305. Háskóli Íslands. (2005). Stefna Háskóla Ís- lands gegn mismunun. Sótt 10. júlí 2011 af: http://www.hi.is/is/skolinn/stefna_ haskola_islands_gegn_mismunun_0 Háskóli Íslands. (2010). Brautskráningar. Sótt 11. desember 2010 af: http://www. hi.is/is/skolinn/brautskraningar. Henwood, F. (1998). Engineering difference: Discourses on gender, sexuality and work in a college of technology. Gender and Education, 10, 35-49. Henwood, F. (2000). From the woman ques- tion in technology to the technology question in feminism: Rethinking gender equality in IT education. European Journal of Women´s Studies, 7, 209-227. Hughes, G. (2001). Exploring the availability of student scientist identities within curri- culum discourse: An anti-essentialist app- roach. Gender and Education, 13, 275-290. Ingólfur Ásgeir Jóhannesson. (2004). Karl- mennska og jafnréttisuppeldi. Reykjavík: Rannsóknastofa í kvenna- og kynjafræð- um.
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