Gendered Patterns in the Construction of Physics Identity from Motivational Factors

Autor/inn/en	Kalender, Z. Yasemin; Marshman, Emily; Schunn, Christian D.; Nokes-Malach, Timothy J.; Singh, Chandralekha
Titel	Gendered Patterns in the Construction of Physics Identity from Motivational Factors
Quelle	In: Physical Review Physics Education Research, 15 (2019) 2, Artikel 020119 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalender, Z. Yasemin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Gender Differences; Calculus; Self Concept; Student Attitudes; Career Choice; Disproportionate Representation; Introductory Courses; Females; Sex Stereotypes; Research Universities; Teaching Assistants; Student Motivation; Teacher Student Relationship; Peer Relationship; Equal Education + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterkonflikt; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Selbstkonzept; Schülerverhalten; Einführungskurs; Weibliches Geschlecht; Forschungseinrichtung; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen
Abstract	Students' intentions to persevere and their career choices in science, technology, engineering, and math fields can be impacted by their physics identities. Women are severely underrepresented at all levels in physics and engineering. Physics in particular has stereotypes about being a discipline for brilliant men. Therefore, it is particularly difficult for women who do not fit the description of a stereotypical physicist to develop a physics identity. Thus, understanding the factors underlying physics identity in introductory physics classrooms is important for creating an equitable and inclusive physics learning environment and has the potential to at least partly explain the current under-representation of women in physics-related majors and careers. In this study, we examined physics identity and several other motivational constructs of male and female students by administering a survey in introductory calculus-based physics courses at a large research university. We found gender differences in how students identify as a physics person and how their perceived recognition from others, such as their teaching assistants or instructors, peers, or family members relates to their physics identities. We tested separate models by gender that examined how different motivational constructs relate to students' physics identities. We found that the perception of being recognized by influential others such as the course instructor or teaching assistants was differentially related to female and male students' physics self-efficacy and sense of belonging in the physics classroom. These findings call for improving the physics learning environments to make them equitable so that all students have a high sense of belonging and self-efficacy and opportunity to develop a strong physics identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01