Book Chapters-Peer Reviewed
Taylor, C., Gannon, S., Scantlebury, K., & Osgood, J. (In press). Toxic times for feminist academic freedom. In R. Watemeyere, M. Olssen & R. Raaper (Eds.) Handbook on Academic Freedom. Edward Elgar, Cheltenham, UK.
Milne, C., Hennnessey Elliot, C., Devitt, A. Krishnamoorthy, S. & Scantlebury, K. (2021). Anthropocene, nature and a more-than-human world. In J Bazzul, M. Wallace, & M. Higgins (Eds.) Science x Education x Anthropocene. Springer.
Scantlebury, K. Hussenius, A. & Milne, C. (2020). Transition states for material feminists engaging with and being challenged by matter, materiality and what may come to be. In C. Taylor, C. Hughes & J. Ulmer (Eds.). Transdisciplinary feminist research practices: Innovations in theory, research and practice. (p.184-198). London: Taylor & Francis.
Scantlebury, K. & Milne, C. (2020). Beyond dichotomies: 21st century post humanities ethics for science education using a Baradian perspective. In K. Otrel-Cass, M. Ryu & M. Andree (Eds.). Examining ethics in contemporary science education research – being responsive and responsible. (159-176). New York: Springer.
Scantlebury, K. & Wassell, B. (2020). We stumble, fall, get up, and continue walking: Latina students’ science attitudes and the teaching practices that support them. In B. Polnick, J. Ballenger, & B. Irby (Eds.) Girls and women of Color in STEM: Navigating the double bind K-12. Charlotte, NC: Information Age Publishing Inc
Scantlebury, K., Hussenius, A., & Iversson, J. (2019). Learning about matter and the material, struggling with entanglement and staying with the trouble to raise up feminist science education. (pp. 235-245). In J. Bazzul & C. Siry (Eds.). Critical voices in science education research: narratives of academic journeys. New York: Springer.
Scantlebury, K., Danielesson, A., Hussenius, A., Andersson, K., & Gullberg, A. (2019). How spacetimemattering engages science education with matter and material feminism. In C. Milne & K. Scantlebury, (Eds.). Material practice and materiality: Too long ignored in science education. (pp. 39-50) New York: Springer.
Scantlebury, K., Andersson, K., Gullberg, A. Hussenius, A., & Danielesson, A. (2019). Communicating through silence: Examining the unspoken and the unsaid in discussions about science. In C. Milne & K. Scantlebury, (Eds.). Material practice and materiality: Too long ignored in science education. (pp. 233-244) New York: Springer.
Scantlebury, K. & Milne, C. (2019). Introduction: bringing matter into science education. In C. Milne & K. Scantlebury, (Eds.). Material practice and materiality: Too long ignored in science education. (pp. 1-5) New York: Springer.
Milne, C. & Scantlebury, K. (2019). Telling us what to do. Moving on in a material world. In C. Milne & K. Scantlebury, (Eds.). Material practice and materiality: Too long ignored in science education. (pp. 245-250) New York: Springer.
Scantlebury, K. (2018).“Where is the..?”: Using intersectionality to problematize power and hierarchy in science teaching and learning. In L. Bryan & K. Tobin (Eds.). 13 Questions for Science Education. (pp. 243-250). New York: Peter Lang Publishing.
Milne, C., Hennnessey, C., Krishnamoorthy,S. & Scantlebury, K. (2018).Science education as a material issue. In L. Bryan & K. Tobin (Eds.). Critical Issues and Bold Visions for Science Education: The Road Ahead. New York: Sense Publishers.
Scantlebury, K. & Wassell, B. (2018). We stumble, fall, get up, and continue walking: Latina students’ science attitudes and the teaching practices that support them. In B. Polnick, J. Ballenger, & B. Irby (Eds.) Girls and women of Color in STEM: Navigating the double bind K-12. Charlotte, NC: Information Age Publishing Inc.
Hussénius, A., Scantlebury, K., Andersson, K. & Gullberg, A. (2016). Interstitial spaces: A model for transgressive processes. In J. Bull & M. Fahlgren (Eds.) Ill-disciplined gender: Nature/culture and transgressive encounters. (pp. 11-30). Crossroads: Center for Gender Research, Uppsala University, Springer Publishing. DOI 10.1007/978-3-319-15272-1
Scantlebury, K. (2015). Sociocultural perspectives and gender. In C. McRobbie, (Ed.) Encyclopedia of Science Education, (pp. 381-383), Springer Science+Business Media Dordrecht. DOI 10.1007/978-94-007-6165-0_381-3.
Riley Black, D., Carnes, N., Butler, M. & Scantlebury, K., (2015). Jane Butler Kahle: Her journey of transformations and career curves. In J. E., Pedersen, K., Finson, & B. Spector, (Eds.) Going back for our future II: Carrying forward the spirit of pioneers of science education. Information Age, Charlotte, NC.
Scantlebury, K., (2014). Gender matters: Building on the past, recognizing the present, and looking towards the future. In N. Lederman & S. Abell (Eds.). Handbook of research on science education. Volume II. (pp. 187-203). New York: Routledge.
Hussénius, A., Andersson, K. Gullberg, A. & Scantlebury, K., (2013). Ignoring half the sky: A feminist perspective on the missing standpoints in science education research. In N. Mansour & R. Wegerif (Eds.) Science education for diversity in knowledge society. (pp. 301-315). New York: Springer. DOI: 10.1007/978-94-007-4563-6
Martin, S., Wassell, B. & Scantlebury, K. (2013). Examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education. In J. Bianchini, V. Akerson, A. C. Barton, O. Lee, & A. Rodriguez (Eds.) Moving the equity agenda forward: Equity research, practice, and policy in science education, Volume 5, Part 2, (pp. 81-98). New York: Springer. DOI 10.1007/978-94-007-4467-7
Bayne, G. & Scantlebury, K. (2013). Cogenerative dialogues as pedagogy|research in science education. In K. Irby, G. Brown & R. Lara-Aleci (Eds.) The handbook of educational theories, (pp. 239-250). Information Age Publishing Inc.
Scantlebury, K. (2012). Still part of the conversation: Gender issues in science education. In B. Fraser, K. Tobin & C. McRobbie, (Eds.) Second international handbook of science education. (pp. 499-512). New York: Springer. DOI 10.1007/978-1-4020-9041-7_34,
Hussénius, A., & Scantlebury, K. (2011). Witches, alchemists, poisoner and scientists: The changing image of chemistry. In P. Gilmer, M-H. Chiu & D. Treagust. (Eds.). Celebrating 100th anniversary of Marie Curie’s Nobel award in chemistry in 2011. (pp. 125-137). New York: Sense Publishing. 10.1007/978-94-6091-719-6_10
Kahle, J. B., Scantlebury, K. Woodruff, S. & Li, Y. (2010). Evaluating undergraduate chemistry reform: Challenges, opportunities, and directions. In J. Ryan (Ed.). Assessment in the disciplines. Volume 5, Assessment in Chemistry. (pp. 161-175). Association for Institutional Research (AIR).
Scantlebury, K. & Martin, S. (2010). How does she know? Re-visioning conceptual change from feminist perspectives. In W. M. Roth (Ed.) Re/structuring science education: Reuniting sociological and psychological perspectives. (pp. 173-186). New York: Springer.
Scantlebury, K. Martin, S. & Kahle, J. B. (2010). Laughter, solidarity, support and love In K. Scantlebury, J.B. Kahle, & S. Martin (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 215-220). New York: Sense Publishers.
Scantlebury, K., Martin, S., & Kahle, J. B. (2010). Women in science education: Introduction and historical overview. In K. Scantlebury, J.B. Kahle, & S. Martin (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 1-12). New York: Sense Publishers.
Scantlebury, K. Kahle, J.B. & Meece, J. (2010). Wine & whine: Cross generational mentoring in academe. In K. Scantlebury, J. B. Kahle, & S. Martin, (Eds.). Re-visioning science education from feminist perspectives: Challenges, choices and careers. (pp. 191-200). New York: Sense Publishers.
Scantlebury, K. (2010). Teaching chemistry in the USA In B. Risch (Ed.) Teaching chemistry around the world. Bielefeld University.
Scantlebury, K. & Murphy, C. (2010). Epilogue: New directions for coteaching In C. Murphy & K. Scantlebury (Eds.). Coteaching in international contexts: Research and practice. (pp. 383-390). New York: Springer.
Juck, M., Scantlebury, K. & Gallo-Fox, J. (2010). It is time to go solo: The first year of teaching. In C. Murphy & K. Scantlebury (Eds.) Coteaching in international contexts: Research and practice. (pp. 241-262). New York: Springer Publishing.
Murphy, C. & Scantlebury, K. (2010). Introducing coteaching. In C. Murphy & K. Scantlebury (Eds.) Coteaching in international contexts: Research and practice. (pp. 34-35). New York: Springer Publishing.
Talaquer, V., Scantlebury, K., & Dukerich, L. (2009). Prospective chemistry teachers’ subject matter knowledge: What we know and need to know. In A. Collins, & N. Gillespie, N., (Eds.). The continuum of secondary science teacher preparation: Knowledge, questions and research recommendations. (pp. 91-102). New York: Sense Publishing.
Scantlebury, K. (2009). Gender bias in teaching. In E. Anderman (Ed.). Psychology of classroom learning: An encyclopedia. (pp. 221-224). Detroit: Macmillan Reference USA.
Scantlebury, K. (2009). Gender role stereotyping. In E. Anderman (Ed.). Psychology of classroom learning: An encyclopedia. (pp. 224-227). Detroit: Macmillan Reference. USA.
Scantlebury, K. (2007). Producing challenges. In W.-M. Roth. (Ed.). In search of meaning and coherence: A life in research. (pp. 3-4). Rotterdam: Sense Publishers.
Scantlebury, K. & Boone, W. (2007). Designing and utilizing tests and surveys for chemistry education research: Developing tests and surveys that yield quantitative data. In D. Bunce & R. Cole. (Eds.) Nuts and bolts of chemical education research. (pp. 149-169). Washington DC: ACS Publishers.
Scantlebury, K. (2007). Pushed back to strength: Feminist research collaborations. In S. Ritchie (Ed.). Research collaboration: Relationships and praxis. (pp. 123-134). Rotterdam: Sense Publishers.
Scantlebury, K. (2007). Outsiders within: Urban African American girls’ identity & science. In W-M. Roth, & K. Tobin (Eds.). Science, learning, and identity: Sociocultural and cultural-historical perspectives. (pp. 121-134). Rotterdam: Sense Publishers.
Scantlebury, K. & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. Abell & N. Lederman. (Eds.) Handbook of research on science education. (pp. 257 –286). Mahwah, NJ: Lawrence Erlbaum.
Tonso, K. Scantlebury, K. Roth, W-M, & Tobin, K. (2007). Gendered identities. In W-M. Roth, & K. Tobin (Eds.). Science, learning, and identity: sociocultural and cultural-historical perspectives. (pp. 135-144). Rotterdam: Sense Publishers.
Scantlebury, K. (2006). Gender. In K. Tobin (Ed.). Teaching and learning science: A handbook. (pp. 201-206). Praeger Publishing.
Gleason, S., Fennemore, M., & Scantlebury, K. (2006). Choreographing teaching: Coteaching with special education/inclusion teachers in science classrooms. In K. Tobin. (Ed.), Teaching and learning science: A handbook. (pp. 235-238). Praeger Publishing.
Scantlebury, K. (2005). A snake in the nest or in a snake’s nest: Peer review for a female science educator. In W-M. Roth (Ed.). Auto/biography and auto/ethnography: praxis of research method. (pp. 331-338). Rotterdam: Sense Publishers.
Scantlebury, K. (2005). Meeting the needs and adapting to the capital of a Queen Mother and an Ol’ Head: Gender equity in urban high school science. In K. Tobin, R. Elmesky, & G. Seiler, (Eds). (pp. 201-212). Improving urban science education: new roles for teachers, students, and researchers. New York: Rowman & Littlefield Publishers, Inc.
Scantlebury, K. (2005). Gender issues in coteaching. In W-M. Roth & K. Tobin. Teaching together, learning together. (pp. 233-248). New York: Peter Lang Publishing.
Meece, J. & Scantlebury, K. (2005). Gender and schooling: Progress and persistent barriers. In J. Worrell & C. Goodhart (Eds.) Handbook of girls & women’s psychological health (pp. 283-291). New York: Oxford University Press.
Scantlebury, K. (2002). A feminist pedagogy in undergraduate science: Conflicting concepts? In P. Taylor, P. Gilmer & K. Tobin (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives. (pp. 117-143). New York, NY: Peter Lang Publishing.
Scantlebury, K., McKinley, E. & Jesson, J. (2002). Imperial Knowledge: Science, education and equity. In B. E. Hernandez-Truyol & C. Gleason (Eds.), Moral imperialism: A critical anthology. (pp. 229- 239). New York: New York Law Review Press.
Jones, L. S. & Scantlebury, K., (2001). Feminist leadership in the academy: Innovations in feminist science education. In M. Mayberry, B. Subramaniam & L. Weasel. (Eds.) A new generation of feminist science studies. (Un)disciplined identities: forging knowledge across borders. (pp. 138-144). New York: Routledge.
Scantlebury, K. (1998). An untold story: Gender, social constructivism and science education. In W. Coburn (Ed.), The socio-cultural perspectives on science education (pp. 1415-1443). New York: Kluwer Press.
Scantlebury, K. (1997). Preservice science teacher education and the National Science Education Standards. In American Chemical Society. Chemistry in the National Science Education Standards: A reader and resource manual for high school teachers (pp. 87-91). Education Division, American Chemical Society. Washington, DC.