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Ayre, Mary, Julie Mills and Judith Gill. 2013. “‘Yes, I do belong’: The women who stay in engineering.” Engineering Studies. December. Vol. 5, no. 3. p. 216–232.

Blickenstaff, Jacob Clark. 2005. “Women and science careers: Leaky pipeline or gender filter?” Gender and Education. Vol. 17, no. 4. p. 369–386.

Brainard, Suzanne G. and Linda Carlin. 1998. “A six-year longitudinal study of undergraduate women in engineering and science.” Journal of Engineering Education. October. Vol. 87, no. 4. p. 369–375.

Burke, Ronald J. and Mary C. Mattis (eds.). 2007. Women and Minorities in Science, Technology, Engineering and Mathematics: Upping the Numbers. Cheltenham, U.K.: Edward Elgar Publishing Ltd.

Chen, Xianglei. 2009. Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief. NCES 2009-161. Washington: U.S. Department of Education, National Center for Education Statistics.

Dasgupta, Nilanjana and Jane G. Stout. 2014. “Girls and women in science, technology, engineering and mathematics: STEMing the tide and broadening participation in STEM careers.” Policy Insights from the Behavioural and Brain Sciences. October. Vol. 1, no. 1. p. 21–29.

Dionne-Simard, Dominique, Diane Galarneau and Sébastien LaRochelle-Côté. 2016. “Women in scientific occupations in Canada.” Insights on Canadian Society. June. Statistics Canada Catalogue no. 75-006-X.

Ellis, Jessica, Bailey K. Fosdick and Chris Rasmussen. 2016. “Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential culprit.” PLOS ONE. July. Vol. 11, no. 7.

Finnie, Ross, Stephen Childs and Felice Martinello. 2014. Post-secondary Student Persistence and Pathways: Evidence from the YITS-A in Canada. Education Policy Research Initiative. Working Paper No. 2014-01. Ottawa: University of Ottawa.

Finnie, Ross, Stephen Childs and Theresa (Hanquin) Qiu. 2012. Patterns of Persistence in Postsecondary Education: New Evidence for Ontario. Toronto: Higher Education Quality Council of Ontario.

George-Jackson, Casey E. 2014. “Undergraduate women’s persistence in the sciences.” NASPA Journal About Women in Higher Education. January. Vol. 7, no. 1. p. 96-119.

Griffith, Amanda L. 2010. Persistence of Women and Minorities in STEM Field Majors: Is It the School that Matters? Cornell University ILR School Working Papers. Ithaca, New York: Cornell Higher Education Research Institute.

Hango, Darcy. 2013. “Gender differences in science, technology, engineering, mathematics and computer science (STEM) programs at university.” Insights on Canadian Society. December. Statistics Canada Catalogue no. 75-006-X.

Huang, Gary, Nebiyu Taddese and Elizabeth Walter. 2000. Entry and Persistence of Women and Minorities in College Science and Engineering Education. Research and Development Report. NCES 2000-601. Washington: U.S. Department of Education, National Center for Education Statistics.

Lips, Hilary M. 2004. “The gender gap in possible selves: Divergence of academic self-views among high school and university students.” Sex Roles. March. Vol. 50, no. 5–6. p. 357–371.

Maltese, Adam V. and Robert H. Tai. 2011. “Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students.” Science Education. September. Vol. 95, no. 5. p. 877–907.

Ntwari, Aimé. 2018. “La parité hommes–femmes en sciences et génie: Que disent les données sur l’éducation postsecondaire publique du Québec?” Presentation to the 86th Congrès de l’Association Francophone pour le Savoir (ACFAS), May 7–11, at the Université du Québec in Chicoutimi, Québec.

Ost, Ben. 2010. Differences in Persistence Patterns Between Life and Physical Science Majors: The Role of Grades, Peers, and Preparation. Cornell University ILR School Working Papers. Ithaca, New York: Cornell Higher Education Research Institute.

Phillips, Katherine W. 2014. Philips. 2014. “How diversity makes us smarter.” Scientific American. October. Vol. 311, no. 4. p. 42–47.

Seymour, Elaine and Nancy M. Hewitt. 1997. Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, Colorado: Westview Press.

Shapiro, Casey A. and Linda J. Sax. 2011 “Major selection and persistence for women in STEM.” New Directions for Institutional Research. Special Issue: Attracting and Retaining Women in STEM. Winter. Vol. 152. p. 5–18.

Simon, Rebecca A., Mark W. Aulls, Helena Dedie, Kyle Hubbard and Nathan C. Hall. 2015. “Student persistence in STEM programs: A motivational model.” Canadian Journal of Education. March. Vol. 38, no. 1 p. 1–27.

Sithole, Alec, Edward T. Chiyaka, Peter McCarthy, Davison M. Mupinga, Brian K. Bucklein and Joachim Kibirige. 2017. “Student attraction, persistence and retention in STEM programs: Successes and continuing challenges.” Higher Education Studies. Vol. 7, no. 1. p. 46–59.

Statistics Canada. 2017a. “Canadian postsecondary enrolments and graduates, 2015/2016.” The Daily. December 7.

Statistics Canada. 2017b. “Are young bachelor’s degree holders finding jobs that match their studies?Census in Brief. November. Statistics Canada Catalogue no. 98-200-X.

Statistics Canada. 2017c. “Is field of study a factor in the earnings of young bachelor’s degree holders?Census in Brief. November. Statistics Canada Catalogue no. 98-200-X.

Wall, Katherine, John Zhao, Sarah-Jane Ferguson and Carlos Rodriguez. 2018. “Results from the 2016 Census: Is field of study a factor in the payoff of a graduate degree?Insights on Canadian Society. September. Statistics Canada Catalogue no. 75-006-X.

Williams, Montrischa M. and Casey George-Jackson. 2014. “Using and doing science: Gender, self-efficacy, and science identity of undergraduate students in STEM.” Journal of Women and Minorities in Science and Engineering. January. Vol. 20, no. 2. p. 99–126.

Zarifa, David, Jeannie Kim, Brad Seward and David Walters. 2018. “What’s taking you so long? Examining the effects of social class on completing a bachelor’s degree in four years.” Sociology of Education. October. Vol. 91, no. 4. p. 290–322.

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