Discussing Underrepresentation as a Means to Facilitating Female Students' Physics Identity Development

Autor/inn/en	Lock, Robynne M.; Hazari, Zahra
Titel	Discussing Underrepresentation as a Means to Facilitating Female Students' Physics Identity Development
Quelle	In: Physical Review Physics Education Research, 12 (2016) 2, S.020101-1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.020101
Schlagwörter	Disproportionate Representation; Females; Sciences; Physics; National Surveys; Multivariate Analysis; Case Studies; Student Attitudes; Science Teachers; Scientists; Individual Development; Science Careers; Career Choice; Science Interests; Interviews; Undergraduate Students; Science Instruction; Science Education; Nontraditional Occupations; Sex Stereotypes; Womens Education + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Science; Wissenschaft; Physik; Multivariate Analyse; Case study; Fallstudie; Case Study; Schülerverhalten; Teacher; Teachers; Science teacher; Lehrer; Lehrerin; Lehrende; Scientist; Wissenschaftler; Individuelle Entwicklung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Non-traditional occupations; Alternatives Berufsfeld; 'Women''s education'; Frauenbildung
Abstract	Despite the fact that approximately half of high school physics students are female, only 21% of physics bachelor's degrees are awarded to women. In a previous study, drawn from a national survey of college students in introductory English courses, five factors commonly proposed to positively impact female students' choice of a physical science career were tested using multivariate matching methods. The only factor found to have a positive effect was the explicit discussion of the underrepresentation of women in physics. In order to explore this further, a case study of the classes of one teacher reported to discuss the underrepresentation of women was conducted. Two classroom underrepresentation discussions were recorded, students and teacher were interviewed, and relevant student work was collected. Analyzing the case study data using a figured worlds framework, we found that discussing the underrepresentation of women in science explicitly creates an opportunity for students' figured worlds of professional and school science to change, and facilitates challenging their own implicit assumptions about how the world functions. Subsequently, the norms in students' figured worlds may change or become less rigid allowing for a new openness to physics identity development amongst female students. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01