Available via license: CC BY 4.0
Content may be subject to copyright.
E D I T O R I A L Open Access
Six years of development in promoting
identity formation of STEM education as a
distinct field
Yeping Li
Abstract
With the completion of six publication cycle years (August 2014 to July 2020), the International Journal of STEM
Education has achieved important milestones in promoting the identity of STEM education as a distinct field. In this
editorial, I specifically share the journal’s achievements since August 2019 and its emerging trends in leading
research publications in STEM education, which reflect not only the journal’s growth with on-going strong support
from researchers and readers internationally, but also the gradual formation of a broad field identity of STEM
education.
Keywords: Identity, Impact, Scholarship, SSCI journal, STEM education, STEM education research
Introduction
In the previous two editorials (Li, 2018a,2019), I sum-
marized the journal’s performance in publications over
its first four and then first five publication cycle (PC)
years since August 2014 respectively. The steady growth
of quality publications has allowed the journal to not
only serve as a gathering place for international re-
searchers and readers to share scholarly work in science,
technology, engineering and mathematics (STEM) edu-
cation, but also take a leading role in promoting the
scholarship development in STEM education research
(Li, Wang, Xiao, & Froyd, 2020a). Within 5 years of its
establishment, the International Journal of STEM Educa-
tion (IJ-STEM) was already being evaluated and selected
for inclusion in both Web of Science’s Social Sciences
Citation Index (SSCI) by Clarivate Analytics and
Elsevier’s Scopus (Li, 2019).
In this editorial, I will share the journal’s recent devel-
opments, especially in its sixth PC year since August
2019. In light of the journal’s on-going development and
performance, I will further discuss how STEM education
has been moving forward to build its own identity
gradually. Thus, the following sections are organized in
two main parts, the first about the journal’s progress,
and the second about the broad identity formation of
STEM education as a distinct field. The editorial will
conclude with acknowledgments to STEM education re-
searchers and readers for the on-going strong support
that helps make the journal a great success for all.
Recent progress reflected in the journal’s multiple
performance measures
Performance progress measured by indexing services
Because the IJ-STEM was evaluated for coverage in SSCI
starting in 2019, the journal’s citation performance in
2019 became available in the middle of 2020. The very
first impact factor (IF) of 1.850 places the journal at
#100 out of 263 journals currently covered by SSCI in
the category of “Education & Educational Research”, and
#15 out of 41 journals in the sub-category of “Scientific
Disciplines.”The IF has positioned the journal in Quar-
ter 2 among these 263 journals in 2019.
The journal received its first Scopus CiteScore (CS) of
2.40 from Elsevier in 2018 (Li, 2019). The CS of 2.40
ranked the journal in the 88th percentile (#121) of 1038
education journals covered by Scopus at that time.
© The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License,
which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give
appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if
changes were made. The images or other third party material in this article are included in the article's Creative Commons
licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons
licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain
permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Correspondence: yepingli@tamu.edu
Texas A&M University, College Station, TX 77843-4232, USA
International Journal of
STEM Education
Li International Journal of STEM Education (2020) 7:59
https://doi.org/10.1186/s40594-020-00257-w
Recently, Scopus changed its CS calculation formula. In-
stead of calculating citations on publications in the prior
3 years (see https://www.elsevier.com/editors-update/
story/journal-metrics/citescore-a-new-metric-to-help-
you-choose-the-right-journal), CS is now calculated
based on citations of 4 years’publications (i.e., 2016–
2019) received in these same 4 years. Thus, it is inevit-
able that the formula change would have advantages and
disadvantages to different journals in various situations.
For example, new journals, with a short history and gen-
erally fewer citations at the initial stage (this journal
started in 2014), is disadvantaged compared to older,
more established journals. In addition, we noticed that
the change introduced some errors and inconsistencies
in selecting and classifying publication items that
brought negative impacts to the CS calculation for this
journal
1
. Based on the CS calculation without making
any error correction, the journal received a 2019 CS of
3.0. Although the value is higher than the 2018 CS of
2.40, the journal’s ranking decreased from the 88th per-
centile (#121 out of 1038 education journals covered by
Scopus) to the 83rd percentile (#203 out of 2034 educa-
tion journals currently covered).
In addition, the journal received the Source Normal-
ized Impact per Paper (SNIP) of 2.058 and its first-ever
SCImago Journal Rank (SJR) of 0.847 in 2020. With the
calculation of weighted citations, SJR provides a
measurement of the journal’s performance comparable
across different fields. The SJR value of 0.847 (2019)
places the journal in Quarter 1 in the category of Educa-
tion covered by Scopus.
To illustrate journal article citation trends, we can take
a closer look at some of the most-cited publications. For
articles published in 2019, Table 1shows the top 10
most-cited publications in descending order. Although
specific topics covered by these most-cited articles do
not seem to present particular foci, their titles suggest
that the vast majority of these articles are about STEM
rather than one of the component disciplines of STEM.
The pattern suggests that the journal has attracted the
kinds of articles it hopes to attract, a result consistent
with what were reported in prior editorials (Li, 2018a,
2019; Li, Wang, Xiao, & Froyd, 2020a). At the same
time, the result also suggests that the journal has be-
come an important place for researchers who are look-
ing to read and cite articles in STEM education
research.
Moreover, all of these most-cited articles were contrib-
uted by scholars affiliated with a research organization
or institution in the USA. The result illustrates active
development and leadership in STEM education re-
search in the USA, as reflected in this journal, a pattern
consistent with data from previous years (Li, Froyd, &
Wang, 2019a; Li, Wang, Xiao, & Froyd, 2020a).
Performance progress measured in terms of the number
of publications and downloads
The IJ-STEM published a total of 55 articles (including
research articles, reviews, commentaries, etc.) in its sixth
Table 1 Top 10 most-cited articles published in 2019
Title Author Country
a
Teachers’perception of STEM integration and education: a systematic literature review Margot & Kettler, 2019 USA
Perceived supports and evidence-based teaching in college STEM Bathgate, Aragón, Cavanagh,
et al., 2019
USA
A descriptive study of race and gender differences in how instructional style and perceived professor care
influence decisions to major in STEM
Rainey, Dancy, Mickelson,
et al., 2019
USA
Universal Design for Learning in postsecondary STEM education for students with disabilities: a systematic
literature review
Schreffler, Vasquez III, Chini,
et al., 2019
USA
Problematizing teaching and learning mathematics as “given”in STEM education Li & Schoenfeld, 2019 USA
Supporting improvements to undergraduate STEM instruction: an emerging model for understanding
instructional change teams
Olmstead, Beach, &
Henderson, 2019
USA
Learning about research and readership development in STEM education: a systematic analysis of the
journal’s publications from 2014 to 2018
Li, Froyd, & Wang, 2019a USA
Exploring student understanding of the engineering design process using distractor analysis Wind, Alemdar, Lingle, et al.,
2019
USA
Evidence that communities of practice are associated with active learning in large STEM lectures Tomkin, Beilstein, Morphew,
et al., 2019
USA
Sustaining pedagogical change via faculty learning community Tinnell, Ralston, Tretter, et al.,
2019
USA
a
Country refers to where the corresponding author’s research organization or institution is located
1
We shared with Scopus about these errors. If these errors were
corrected, the CS might be different for this journal. We certainly
hope things will become better in reliability with the CS calculation in
the future.
Li International Journal of STEM Education (2020) 7:59 Page 2 of 7
PC year (August 2019 to July 2020). Figure 1shows the
journal’s growth in terms of the number of publications
in each cycle year, from August 2014 to July 2020. Based
on the last three PC years, it is clear that the journal has
stabilized in terms of the number of published articles.
To get a better sense of the journal’s progress, we
should also look at aspects beyond the indexing services
and the number of published articles. One important as-
pect is the number of article accesses and downloads
from this journal. Over the years, the journal’s publica-
tions have been increasingly accessed by researchers and
readers worldwide. Figure 2shows the total number of
times journal publications were accessed by year. Over-
all, we can notice two important features:
(1) Over the 6 years from 2014 to 2019, there had been
a phenomenal increase of accesses from 6669 to
373,846.
(2) The trend of access increase has been overall
consistent during the past 3 years: from 2016 (54,883
times) to 2017 (119,095 times), a 117% increase or
net 64,212 more accesses in 2017; from 2017
(119,095 times) to 2018 (217,873 times), an 83%
increase or net 98,778 more accesses in 2018; from
2018 (217,873 times) to 2019 (373,846 times), a 72%
increase or net 155,973 more accesses in 2019.
Apart from merely reflecting an increase in the num-
ber of articles available to be accessed, the number of
Fig. 1 Number of articles by publication cycle year
Fig. 2 Number of access* by calendar year (Source: Springer). (Note *: Accesses are defined as the number of times full text or PDF versions of
articles are accessed directly from the journal website and SpringerLink. Downloads are defined as HTML, LookInside, PDF, and Epub click. Please
note that accesses do not include article downloads from mirror databases such as PubMed Central)
Li International Journal of STEM Education (2020) 7:59 Page 3 of 7
accesses each year and its increasing trend also provide
clear indications that (1) high-quality articles are being
published in this journal and (2) there is an increasing
interest in STEM education research worldwide.
Taken together, these two figures provide a glimpse of
the on-going mutually supportive development of schol-
arly activity and readership in STEM education
internationally.
To examine further journal article accesses, we can
take a closer look at some most-accessed articles. The
top 10 most-accessed articles in each year from 2014 to
2018 were reported in a previous editorial (Li, Froyd, &
Wang, 2019a). Table 2shows the top 10 most-accessed
articles in 2019 in descending order. Similar to what we
noticed before (Li, Froyd, & Wang, 2019a), the top 10
list has little overlap with the top 10 lists of previous
years, even though the publication dates are from 2015.
Only the 2019 article by Margot and Kettler appeared in
both the top 10 most-cited list and the top 10 most-
accessed list. Since the article is a literature review about
teachers’perception of STEM integration, it may suggest
a hot topic area in STEM education research. Moreover,
consistent with what is noted about the top 10 most-
cited list above, the vast majority of these 10 most-
accessed articles are about STEM rather than an individ-
ual STEM discipline. The result provides further con-
firmation about this journal’s nature, as viewed by
researchers and readers, and its success in what the jour-
nal aims to publish (Li, 2014).
Table 2shows that the majority of the most-accessed
publications in 2019 (7 out of 10) were contributed by
scholars in the USA. There are three publications in the
most-accessed article list contributed by scholars from
the other three different countries (i.e., Australia,
Canada, and Cyprus). In contrast to the list of the top 10
most-cited articles (Table 1), this helps provide an excel-
lent indication that STEM education research is also
growing in other education systems. We will discuss
more about this aspect in the next section.
Performance progress measured in terms of readership
and authorship development
To examine the scope of the journal’s impact, it is also
important to learn about the journal’s readership. Table
3shows the top five countries or regions that accessed
journal publications by year. It shows the international
reach of the journal as well as shifts in access by country
over the years. While the USA is almost always at the
top of the list, it is interesting that most of the other
countries or regions on the list are from Asia. Europe
and Africa are relatively under-represented. The result is
consistent with what we learned about the journal’s
readership in previous years (Li, Froyd, & Wang, 2019a)
and illustrates that the journal continues to be well-
received and accessed beyond the USA.
The journal has functioned as a gathering place for
international researchers and readers in STEM educa-
tion (Li, 2018a). Although researchers from the USA
contributed a vast majority of published articles (about
75%) from 2014 to 2018 in this journal, the rest were
contributed by researchers from a broad range of coun-
tries and regions (Li, Froyd, & Wang, 2019a). In 2019,
the international trend continued with contributions
from scholars in countries or regions that did not hap-
pen before, such as Hong Kong, Indonesia, Japan, main-
land China, and Taiwan. The increased authorship from
Asia shows an encouraging sign consistent with the on-
going strong interest and readership in STEM education
Table 2 Top 10 most-accessed articles in 2019
Title (publication year) Author Country
a
A conceptual framework for integrated STEM education (2016) Kelley & Knowles, 2016 USA
Teachers’perception of STEM integration and education: a systematic literature review (2019) Margot & Kettler, 2019 USA
Teachers’roles and identities in student-centered classrooms (2018) Keiler, 2018 USA
STEM education K-12: perspectives on integration (2016) English, 2016 Australia
A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests,
and career activities on the likelihood of pursuing a STEM career among middle school students (2018)
Blotnicky, Franz-Odendaal,
French, et al., 2018
Canada
Making sense of “STEM education”in K-12 contexts (2018) Holmlund, Lesseig, & Slavit,
2018.
USA
Students’perceptions of STEM learning after participating in a summer informal learning experience
(2018)
Roberts, Jackson, Mohr-
Schroeder, et al., 2018
USA
Multiple-true-false questions reveal more thoroughly the complexity of student thinking than multiple-
choice questions: a Bayesian item response model comparison (2019)
Brassil & Couch, 2019 USA
Race and gender differences in how sense of belonging influences decisions to major in STEM (2018) Rainey, Dancy, Mickelson, et al.,
2018
USA
The role of visual representations in scientific practices: from conceptual understanding and knowledge
generation to ‘seeing’how science works (2015)
Evagorou, Erduran, & Mäntylä,
2015
Cyprus
a
Country refers to where the corresponding author’s research organization or institution is located
Li International Journal of STEM Education (2020) 7:59 Page 4 of 7
research in that region (see Table 3). It is a scholarship
development trend that we hoped to see, as indicated in
a previous report (Li, Froyd, & Wang, 2019a).
Promoting identity formation of STEM education
Although STEM education, as explicated by the term,
does not have a long history, it has experienced dramatic
and rapid development as a movement in the USA and
internationally (Li, 2018b; Li & Anderson, 2020). Unlike
a traditional discipline-based field like mathematics,
STEM is not well defined and is thus open to different
interpretations. Specifically, there is no single agreed-
upon disciplinarity about STEM. Still, the field is charac-
terized by multiple developing perspectives about STEM
education, such as discussions about knowledge-based
STEM competencies (Tytler, 2020) and thinking devel-
opment in and through STEM education (Li et al.,
2019b). All of these developments reflect STEM educa-
tion research in its early stages.
Like the development trajectory of many other fields
such as mathematics education, STEM education devel-
opment as a distinct field will take long-term dedication
and broad collaborations. There are some specific as-
pects that are commonly considered in identifying and
tracing the identity formation of a field. For example,
Kilpatrick (2008) traced the development of mathematics
education as a field of study and practice distinct from
mathematics. He highlighted several aspects, including
the establishment of professional organizations and
non-profit organizations by and for those who identi-
fied themselves as mathematics educators, mathemat-
ics education being institutionalized with diversity
across countries, and in ways related to mathematics.
In addition, there are other aspects being commonly
referred to (Li & Lewis, 2019): (1) specific issues in
mathematics education such as student learning, cur-
riculum, testing, and teacher education, beyond teach-
ing itself, began to be identified and studied; (2)
professional conferences being organized for those in-
terested in relevant issues in mathematics education;
and (3) the establishment of specific journals includ-
ing Educational Studies in Mathematics,theJournal
for Research in Mathematics Education,andZDM.
In reference to the development trajectory of mathem-
atics education as a field, it becomes clearer that STEM
education is also well into its development trajectory for
establishing itself as a distinct field. By focusing on the
following aspects, we can better understand the on-
going development of identity formation of STEM
education.
1. Identity formation in terms of establishing
professional organizations, institutionalization (such
as programs and centers), and professional
conferences: we can easily identify numerous
developments over the past decade in this aspect
(e.g., Li, 2014).
2. Identity formation in terms of the development and
implementation of educational policy and funding
support for programs and research specifically
related to STEM education: it is clear that STEM
education has been a national priority in the USA
and several other education systems (e.g., Li, Wang,
Xiao, Froyd, & Nite, 2020b).
3. Identity formation in terms of establishing
professional journals: we have learned from
literature reviews about tremendous developments
in this aspect (e.g., Li, Froyd, & Wang, 2019a; Li,
Wang, Xiao, & Froyd, 2020a).
4. Identity formation in terms of scholarship
development with specifically identified issues and
sets of questions: it will take much longer time,
effort, and extensive collaborations to work on this
aspect.
To review the state of STEM education development,
further evidence and extensive discussion would cer-
tainly be needed beyond the scope of this editorial. How-
ever, specifically related to the third aspect listed above,
a recent review of publications in 36 journals revealed
that STEM education research is increasing in import-
ance internationally, and the identity of STEM education
journals is becoming clearer over time (Li, Wang, Xiao,
& Froyd, 2020a). The review also showed that the IJ-
STEM had outstanding performance in attracting and
publishing STEM education articles since the journal’s
inception in 2014. As the journal was accepted as the
first STEM education journal for inclusion in SSCI start-
ing in 2019 (Li, 2019), the recognition marked an im-
portant milestone for STEM education journals as a
distinct platform to promote STEM education’s identity
formation.
It is no doubt that the journal’s success relies on tre-
mendous on-going support from all contributors, re-
viewers, readers, editorial board members, and staff
members at SpringerOpen. I want to take this opportun-
ity to thank everyone for all the support and
Table 3 Top five countries or regions that accessed the
journal’s publications by year
Rank 2019 2018 2017 2016 2015
1 USA India USA USA USA
2 Philippines USA Philippines Indonesia Indonesia
3 Indonesia Brazil Indonesia Philippines Turkey
4 India Philippines India India UK
5 Australia Indonesia Australia Thailand Hong Kong
Source: Google analytics
Li International Journal of STEM Education (2020) 7:59 Page 5 of 7
contribution to the journal over the past 6 years. As a
leading journal in STEM education research, the recog-
nition is both an honor and an obligation to help further
the development of STEM education scholarship inter-
nationally. Taken as the theme for this editorial, it is my
hope that the journal will continue to serve as a gather-
ing place for researchers and readers worldwide to share
research and promote the identity formation of STEM
education as a distinct field.
Note
The journal used to publish four types of articles: re-
search articles, reviews, short reports, and commentaries.
It happened often that the category of short reports can
easily cause misunderstanding about the nature of man-
uscripts that can be submitted for publication consider-
ations. Thus, we decided to eliminate the category of
short reports. Now the journal publishes three types of
articles (i.e., research articles, reviews, and commentar-
ies). Contributors can still submit research article manu-
scripts short in length, but the same quality expectation
would apply to all research articles.
Acknowledgements
The author would like to thank Hendrikje Tuerlings, Marius Jung, and other
staff at Springer Nature for providing relevant data and valuable feedback on
an earlier version of this editorial. Thanks also go to Christian D. Schunn,
Kaye Stacey, Jon R. Star, and Jamaal Young for their careful reviews and
valuable suggestions to improve this editorial.
Author’s contributions
This work was conducted by a sole author. The author read and approved
the final manuscript.
Funding
Not applicable.
Availability of data and materials
The data and materials used and analyzed for the editorial were these
articles published in this journal or were provided by Springer. Journal article
information is publicly available at the journal’s website (https://
stemeducationjournal.springeropen.com).
Competing interests
The author declares that he has no competing interests.
Received: 14 November 2020 Accepted: 16 November 2020
References
Bathgate, M. E., Aragón, O. R., Cavanagh, A. J., et al. (2019). Perceived supports
and evidence-based teaching in college STEM. International Journal of STEM
Education,6, 11. https://doi.org/10.1186/s40594-019-0166-3.
Blotnicky, K. A., Franz-Odendaal, T., French, F., et al. (2018). A study of the
correlation between STEM career knowledge, mathematics self-efficacy,
career interests, and career activities on the likelihood of pursuing a STEM
career among middle school students. International Journal of STEM
Education,5, 22. https://doi.org/10.1186/s40594-018-0118-3.
Brassil, C. E., & Couch, B. A. (2019). Multiple-true-false questions reveal more
thoroughly the complexity of student thinking than multiple-choice
questions: a Bayesian item response model comparison. International Journal
of STEM Education,6, 16. https://doi.org/10.1186/s40594-019-0169-0.
English, L. D. (2016). STEM education K-12: Perspectives on integration.
International Journal of STEM Education,3,3.https://doi.org/10.1186/s40594-
016-0036-1.
Evagorou, M., Erduran, S., & Mäntylä, T. (2015). The role of visual representations
in scientific practices: from conceptual understanding and knowledge
generation to ‘seeing’how science works. International Journal of STEM
Education,2, 11. https://doi.org/10.1186/s40594-015-0024-x.
Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education”
in K-12 contexts. International Journal of STEM Education,5, 32. https://doi.
org/10.1186/s40594-018-0127-2.
Keiler, L. S. (2018). Teachers’roles and identities in student-centered classrooms.
International Journal of STEM Education,5, 34. https://doi.org/10.1186/s40594-
018-0131-6.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM
education. International Journal of STEM Education,3, 11. https://doi.org/10.
1186/s40594-016-0046-z.
Kilpatrick, J. (2008). The development of mathematics education as an academic
field. In M. Menghini, F. Furinghetti, L. Giacardi, & F. Arzarello (Eds.), The first
century of the International Commission on Mathematical Instruction (1908–
2008). Reflecting and shaping the world of mathematics education, (pp. 25–39).
Rome: Istituto della Enciclopedia Italiana.
Li, Y. (2014). International journal of STEM education –A platform to promote
STEM education and research worldwide. International Journal of STEM
Education,1,1.https://doi.org/10.1186/2196-7822-1-1.
Li, Y. (2018a). Four years of development as a gathering place for international
researchers and readers in STEM education. International Journal of STEM
Education,5, 54. https://doi.org/10.1186/s40594-018-0153-0.
Li, Y. (2018b). Journal for STEM Education Research –Promoting the
development of interdisciplinary research in STEM education. Journal for
STEM Education Research,1(1-2), 1–6. https://doi.org/10.1007/s41979-018-
0009-z.
Li, Y. (2019). Five years of development in pursuing excellence in quality and
global impact to become the first journal in STEM education covered in SSCI.
International Journal of STEM Education,6, 42. https://doi.org/10.1186/s40594-
019-0198-8.
Li, Y., & Anderson, J. (2020). STEM integration: diverse approaches to meet diverse
needs. In J. Anderson, & Y. Li (Eds.), Integrated approaches to STEM education:
An international perspective, (pp. 15–20). Cham: Springer.
Li, Y., Froyd, J. E., & Wang, K. (2019a). Learning about research and readership
development in STEM education: A systematic analysis of the journal’s
publications from 2014 to 2018. International Journal of STEM Education,6,
19. https://doi.org/10.1186/s40594-019-0176-1.
Li, Y., & Lewis, W. J. (2019). Recognizing and promoting interdisciplinary
collaboration, leadership, and impact: award for interdisciplinary excellence
in mathematics education (IEME award). International Journal of STEM
Education,6,9.https://doi.org/10.1186/s40594-019-0162-7.
Li, Y. & Schoenfeld, A. H. (2019). Problematizing teaching and learning
mathematics as ‘given’in STEM education. International Journal of STEM
Education, 6, 44. https://doi.org/10.1186/s40594-019-0197-9.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Grasser, A. C., Benson, L. C., English, L. D., &
Duschl, R. A. (2019b). On thinking and STEM education. Journal for STEM
Education Research,2(1), 1–13. https://doi.org/10.1007/s41979-019-00014-x.
Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020a). Research and trends in STEM
education: A systematic review of journal publications. International Journal
of STEM Education,7, 11. https://doi.org/10.1186/s40594-020-00207-6.
Li, Y., Wang, K., Xiao, Y., Froyd, J. E., & Nite, S. B. (2020b). Research and trends in
STEM education: a systematic analysis of publicly funded projects.
International Journal of STEM Education,7, 17. https://doi.org/10.1186/s40594-
020-00213-8.
Margot, K. C., & Kettler, T. (2019). Teachers’perception of STEM integration and
education: A systematic literature review. International Journal of STEM
Education,6,2.https://doi.org/10.1186/s40594-018-0151-2.
Olmstead, A., Beach, A., & Henderson, C. (2019). Supporting improvements to
undergraduate STEM instruction: an emerging model for understanding
instructional change teams. International Journal of STEM Education,6, 20.
https://doi.org/10.1186/s40594-019-0173-4.
Rainey, K., Dancy, M., Mickelson, R., et al. (2018). Race and gender differences in
how sense of belonging influences decisions to major in STEM. International
Journal of STEM Education,5, 10. https://doi.org/10.1186/s40594-018-0115-6.
Rainey, K., Dancy, M., Mickelson, R., et al. (2019). A descriptive study of race and
gender differences in how instructional style and perceived professor care
Li International Journal of STEM Education (2020) 7:59 Page 6 of 7
influence decisions to major in STEM. International Journal of STEM Education,
6,6.https://doi.org/10.1186/s40594-019-0159-2.
Roberts, T., Jackson, C., Mohr-Schroeder, M. J., et al. (2018). Students’perceptions
of STEM learning after participating in a summer informal learning
experience. International Journal of STEM Education,5, 35. https://doi.org/10.
1186/s40594-018-0133-4.
Schreffler, J., Vasquez III, E., Chini, J., et al. (2019). Universal Design for Learning in
postsecondary STEM education for students with disabilities: a systematic
literature review. International Journal of STEM Education,6,8.https://doi.org/
10.1186/s40594-019-0161-8.
Tinnell, T. L., Ralston, P. A. S., Tretter, T. R., et al. (2019). Sustaining pedagogical
change via faculty learning community. International Journal of STEM
Education,6, 26. https://doi.org/10.1186/s40594-019-0180-5.
Tomkin, J., Beilstein, S., Morphew, J., et al. (2019). Evidence that communities of
practice are associated with active learning in large STEM lectures.
International Journal of STEM Education,6,1.https://doi.org/10.1186/s40594-
018-0154-z.
Tytler, R. (2020). STEM education for the 21
st
century. In J. Anderson, & Y. Li (Eds.),
Integrated approaches to STEM education: An international perspective, (pp.
21–43). Cham: Springer.
Wind, S. A., Alemdar, M., Lingle, J. A., et al. (2019). Exploring student
understanding of the engineering design process using distractor analysis.
International Journal of STEM Education,6,4.https://doi.org/10.1186/s40594-
018-0156-x.
Publisher’sNote
Springer Nature remains neutral with regard to jurisdictional claims in
published maps and institutional affiliations.
Li International Journal of STEM Education (2020) 7:59 Page 7 of 7
