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According to numerous researchers a gender gap exists in the science, technology, engineering, and math (STEM) disciplines (Else-Quest, Hyde, & Linn, 2010; Shah, 2003; Upadhyay & DeFranco, 2008; Zohar, 2006). The gap is one of achievement, as reflected in grades and persistence in STEM majors (Curren, 2006; Else-Quest et al., 2010; Zohar, 2006). Many researchers believe that in some cases, the gap begins as early as elementary school, is present in many middle school-age girls and boys, and solidifies in most high school-age young women and men (Akcay & Yager, 2010; Upadhyay & DeFranco, 2008). This gap may be exacerbated by pedagogies that favor males and make learning more difficult for females (Blumberg, 2007; Finson, Thomas, & Pedersen, 2006; Zohar, 2006).

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