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•SAHIN, A., AYAR, M., ADIGUZEL, T. (2014). STEM Related After-School Program Activities and Associated Outcomes on Student Learning. Educational Sciences: Theory & Practice; 2014, Vol. 14 Issue 1, p309-322, 14p, 2 Charts. Retrieved from

•Tyler-Wood, T., Ellison, A., Lim, O., & Periathiruvadi, S. (2012). Bringing up girls in science (BUGS): The effectiveness of an afterschool environmental science program for increasing female students’ interest in science careers. Journal of Science Education and Technology, 21(1), 46-55. Retrieved from’_Interest_in_Science_Careers

•Reyes, M. E. (2011). Unique challenges for women of color in STEM transferring from community colleges to universities. Harvard Educational Review, 81(2), 241-263. retrieved from

•Feder, M. A., & National Research Council (U.S.). (2015). Identifying and Supporting Productive STEM Programs in Out-of-School Settings. Washington, D.C.: National Academies Press.

•Irby, B., Polnick, B., & Koch, J. (2014). Girls and Women in Stem: A Never Ending Story. Charlotte, NorthCarolina: Information Age Publishing.

•Hargrave, C. (2015) Counter Space: Analysis of Educational Structures of an After-School Program that Fosters Black Academic Success Narratives. Journal of Negro Education; Summer2015, Vol. 84 Issue 3, p348-361, 14p.

•Schnittka, J., Schnittka, C. (2016). ”Can I Drop It This Time?” Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program. Journal of Pre-College Engineering Education Research, v6 n2 Article 1 2016. 24 pp.

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