The broad sweep of environmental and ecological history has until now been written and understood in predominantly male terms. In Made From This Earth, Vera Norwood explores the relationship of women to the natural environment through the work of writers, illustrators, landscape and garden designers, ornithologists, botanists, biologists, and conservationists. Norwood begins by showing that the study and promotion of botany was an activity deemed appropriate for women in the early 1800s. After highlighting the work of nineteenth-century scientific illustrators and garden designers, she focuses on nature's advocates such as Rachel Carson and Dian Fossey who differed strongly with men on both women's "nature" and the value of the natural world. These women challenged the dominant, male-controlled ideologies, often framing their critique with reference to values arising from the female experience. Norwood concludes with an analysis of the utopian solutions posed by ecofeminists, the most recent group of women to contest men over the meaning and value of nature.

This book offers an overview of programmes designed to support the learning of gifted and talented students in STEM subjects, both to allow them to meet their potential and to encourage them to proceed towards careers in STEM areas. The chapters from a range of national contexts report on perspectives, approaches and projects in gifted education in STEM subjects. These contributions provide a picture of the state of research and practice in this area, both to inform further research and development, and to support classroom teachers in their day-to-day work. Chapters have been written with practitioners in mind, but include relevant scholarly citations to the literature. The book includes some contributions illustrating research and practice in specific STEM areas, and others which bridge across different STEM subjects. The volume also includes an introductory theoretical chapter exploring the implications for gifted learners of how 'STEM' is understood and organized within the school curriculums.

The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyzes the evolution of girls' scientific interests from the antebellum era through the twentieth century. Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject." As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased. Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls.