When research challenges gender stereotypes: Exploring narratives of girls’ educational choices

Abstract

This chapter explores how narratives written by girls who have chosen to study subjects where they are strongly underrepresented, such as technology, engineering, mathematics and physics, challenge common perceptions about girls and/in science. Developing a gender-critical narrative approach, I explore whether communicating broad generalizations based on sex/gender differences stands the risk of losing important nuances that again might lead to the cementation of gender stereotypes.