| 2025 |
Schulz, S., McDonald, S., & Zembylas, M. (2025). ‘Tell this fuckin’ bitch to pull her head in’: affective infrastructures of gender injustice and manosphere classroom encounters. Gender and Education, online, 1-16.
DOI Scopus1 |
| 2025 |
Stahl, G., & McDonald, S. (2025). Investigating the role of gender, social class and curriculum in the first-in-family higher education experience. Educational Review, 77(21), 38.
DOI Scopus4 WoS2 |
| 2025 |
Stahl, G., McDonald, S., Nguyen, T., & Fairbairn, K. (2025). The necessity of trust: young men from low socio-economic backgrounds reflecting on what counts in career counselling at the secondary level. British Journal of Educational Studies, 73(1), 73-96.
DOI |
| 2025 |
Soong, H., McDonald, S., Vieira, M., French, M., Maher, K., & Stephenson, H. (2025). Reasserting care in higher education: perspectives from female early and mid-career researchers. Discourse, 46(4), 566-581.
DOI Scopus2 WoS2 |
| 2025 |
Stahl, G., Fugurally, S., Hu, Y., Nguyen, T., & McDonald, S. (2025). 'I come from a poor family': deciphering how working‐class young men aspire to and experience their journeys in STEM higher education. The Australian Educational Researcher, 52(1), 449-470.
DOI Scopus3 WoS2 |
| 2025 |
O'Keeffe, L., McDonald, S., Clarke, C., & Comber, B. (2025). Love it or hate it: mothers' experience with mathematics homework. Mathematics Education Research Journal, online, 1-24.
DOI Scopus1 WoS1 |
| 2025 |
Scholes, L., McDonald, S., & Scholes, N. (2025). Social media and the medicalization of boyhood: critical literacies to evaluate media messaging. Review Of Education Pedagogy And Cultural Studies, online, 1-15.
DOI |
| 2024 |
Scholes, L., McDonald, S., Stahl, G., & Comber, B. (2024). Many truths, many knowledges, many forms of reason: understanding middle-school student approaches to sources of information on the internet. British Educational Research Journal, 50(1), 1-20.
DOI Scopus10 WoS7 |
| 2024 |
McDonald, S., Stahl, G., Nguyen, T., & Fairbairn, K. (2024). Resourcing their own aspirations: first-in-family young people and DIY career counselling. British Journal of Educational Studies, 72(2), 235-252.
DOI Scopus3 WoS2 |
| 2024 |
Stahl, G., & McDonald, S. (2024). 'I'd rather not bring any attention to myself': shyness and belonging(s) during the first-year university experience. Research in Post-Compulsory Education, 29(1), 45-63.
DOI Scopus1 WoS1 |
| 2024 |
McDonald, S. (2024). 'I don't feel like I belong': First-in-family girls' constructions of belonging and space during the transition into university. Gender and Education, 36(2), 183-197.
DOI Scopus4 WoS3 |
| 2024 |
McDonald, S., & Stahl, G. (2024). 'Girls do this, guys do that': how first-in-family students negotiate working-class gendered subjectivities during a time of social change. Australian Educational Researcher, 51(3), 973-993.
DOI Scopus3 WoS2 |
| 2024 |
Maher, K., Rigney, L. I., King, M., Garrett, R., Windle, J., Memon, N., . . . Hattam, R. (2024). Curriculum, democracy and pedagogies for justice: a collective futures dialogue. Curriculum Perspectives, 44(2), 105-119.
DOI Scopus5 |
| 2024 |
Stahl, G., Scholes, L., McDonald, S., Mills, R., Brownlee, J. L., & Comber, B. (2024). Scoping review of conceptions of literacy in middle school science. Research Papers in Education, 39(1), 134-154.
DOI Scopus5 WoS3 |
| 2023 |
Stahl, G., McDonald, S., & Stokes, J. (2023). Indigenous university pathways, WIL and the strengthening of aspirations: Robbie's journey as a learner. Higher Education Research & Development, 42(7), 1624-1639.
DOI Scopus3 WoS3 |
| 2023 |
Stahl, G., Burnard, P., & McDonald, S. (2023). Exploring the experiences of women social entrepreneurs: advancing understandings of 'emotional capital' in women-only networks. Feminist Review, 134(1), 86-103.
DOI Scopus10 |
| 2023 |
O'Keeffe, L., Clarke, C., McDonald, S., & Comber, B. (2023). Mathematics homework and the potential compounding of educational disadvantage. British Journal of Sociology of Education, 44(7), 1144-1160.
DOI Scopus8 WoS5 |
| 2023 |
McDonald, S. (2023). Constructing the (il)literate boy: crisis talk, literacy promotion websites and the simplification of boyhood literacies. International Journal of Educational Research, 122(102255), 1-12.
DOI Scopus5 |
| 2023 |
Baak, M., McDonald, S., Johnson, B., & Sullivan, A. (2023). Why school context matters in refugee education. Educational Research for Policy and Practice, 22(2), 283-299.
DOI Scopus7 WoS6 |
| 2023 |
Stahl, G., Scholes, L., McDonald, S., & Comber, B. (2023). Boys, science and literacy: place-based masculinities, reading practices and the 'science literate boy'. Research Papers in Education, 38 8(3), 328-356.
DOI Scopus10 WoS9 |
| 2022 |
Scholes, L., & McDonald, S. (2022). Year 3 student career choices: exploring societal changes in constructions of masculinity and femininity in career choice justifications. British Educational Research Journal, 48(2), 292-310.
DOI Scopus19 WoS14 |
| 2022 |
Stahl, G., & McDonald, S. (2022). Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities. International journal of inclusive education, 26(1), 93-108.
DOI Scopus18 WoS16 |
| 2021 |
Stahl, G., McDonald, S., & Young, J. (2021). Possible selves in a transforming economy: upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia. Work, Employment and Society, 35(1), 97-115.
DOI Scopus16 WoS19 |
| 2021 |
Stahl, G., McDonald, S., & Loeser, C. (2021). Feminine subjectivities and aspirational learner identities: Asian-Australian young women navigating possible selves in the first year of university. Gender and Education, 33(7), 914-929.
DOI Scopus9 WoS8 |
| 2021 |
Lunn Brownlee, J., Ferguson, L., Scholes, L., McDonald, S., Stahl, G., Comber, B., & Mills, R. (2021). Middle school students' science epistemic beliefs - Implications for measurement. International Journal of Educational Research, 105(101719), 1-11.
DOI Scopus7 WoS5 |
| 2021 |
Scholes, L., Stahl, G., Comber, B., McDonald, S., & Brownlee, J. L. (2021). 'We don't read in science': student perceptions of literacy and learning science in middle school. Cambridge Journal of Education, 51(4), 451-466.
DOI Scopus7 WoS4 |
| 2021 |
Stahl, G., Scholes, L., McDonald, S., & Lunn, J. (2021). Middle years students' engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships. Pedagogy, culture & society, 29(1), 43-60.
DOI Scopus18 WoS14 |
| 2021 |
Mills, R., Scholes, L., Stahl, G., McDonald, S., Comber, B., & Brownlee, J. L. (2021). How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations?. International Journal of Science Education, 43(14), 2333-2350.
DOI Scopus12 WoS7 |
| 2020 |
McDonald, S. (2020). Youth and Social Class: Enduring inequality in the United Kingdom, Australia and New Zealand. SOCIOLOGICAL RESEARCH ONLINE, 25(1), 155-156.
DOI |
| 2020 |
McDonald, S. (2020). Constructing the 'literate boy': analysing masculinities on websites created in response to the boys' literacy 'crisis'. English in Australia, 54(2), 32-42.
Scopus6 WoS7 |
| 2020 |
Stahl, G., McDonald, S., & Stokes, J. (2020). 'I see myself as undeveloped': supporting Indigenous first-in-family males in the transition to higher education. Higher Education Research & Development, 39(7), 1488-1501.
DOI Scopus26 WoS21 |
| 2016 |
McDonald, S. (2016). On not turning 'back to the car': a critical discourse analysis of the SACE English studies' list of prescribed texts. English in Australia, 51(1), 46-52.
Scopus1 |
| 2016 |
McDonald, S. (2016). On <i>not</i> turning 'back to the car': A Critical Discourse Analysis of the SACE English Studies' <i>list of prescribed texts</i>. ENGLISH IN AUSTRALIA, 51(1), 46-52.
WoS2 |
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