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1. Correction to: Fixing the Leaky Pipeline for Talented Women in STEM (International Journal of Science and Mathematics Education, (2023), 21, 1, (305-324), 10.1007/s10763-021-10239-1)
2. COVID-19 and the Changes in STEM Students’ Intentions to Pursue International Mobility. What Do the Students Say?
3. Factors Facilitating and Impeding Women’s Retention in Math-Intensive STEM Fields
4. Fixing the Leaky Pipeline for Talented Women in STEM
5. Geopolitics of internationalisation of higher education in the context of conflict: evidence from Kazakhstan
6. Hidden Bias, Low Expectations, and Social Stereotypes: Understanding Female Students’ Retention in Math-Intensive STEM Fields
7. Negotiating conflicting discourses. Female students’ experiences in STEM majors in an international university in Central Asia
8. On Being Gifted at University: Academic, Social, Emotional, and Institutional Adjustment in Kazakhstan
9. STEM University Graduates Transition from Universities to Their First Jobs. Does the Gender Matter?
10. What Matters in Transition to University? Exploring STEM-gifted Students University Adjustment
11. Validation of a Kazakhstani Version of the Mental Health Continuum—Short Form
12. Women’s Science, Technology, Engineering, and Mathematics Persistence After University Graduation: Insights From Kazakhstan
13. Experiences of female early-career professionals in male-dominated STEM companies in Kazakhstan
14. Women’s progression through the leadership pipeline in the universities of Kazakhstan and Kyrgyzstan
15. A contextually adapted model of school engagement in Kazakhstan
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