Identities in/out of Physics and the Politics of Recognition

Autor/in	Avraamidou, Lucy
Titel	Identities in/out of Physics and the Politics of Recognition
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 1, S.58-94 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avraamidou, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21721
Schlagwörter	Females; Physics; Persistence; Gender Bias; Identification (Psychology); Career Choice; Cultural Influences; Social Bias; Racial Bias; Science Education; Equal Education; Equal Opportunities (Jobs); Political Issues; Disproportionate Representation; Background + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Physik; Ausdauer; Geschlechterstereotyp; Cultural influence; Kultureinfluss; Racial discrimination; Rassismus; Naturwissenschaftliche Bildung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Politischer Faktor; Hintergrundinformation
Abstract	Framed within intersectionality, this multiple case study explores women's participation in physics through the construct of physics identity and with a focus on recognition. The study is drawn upon an empirical life-history exploration of three women: a native to Northwestern Europe, late-career white woman and two immigrant women to Northwestern Europe, one is an undergraduate student of color, and the other, an early career Muslim woman. The data for this study were collected through multiple, semistructured, interviews in a period of 2 years, which were analyzed using a constant comparative method. Collectively, the three life-histories tell stories of otherness, persistence, hope, and failure and they elucidate the kinds of identities that are deemed "in-place" and "out-of-place" in physics. They showcase how the three women authored multiple identities that simply co-existed for them, while for others were seen as conflicting and caused misrecognition. The findings point to four main insights: (a) recognition is neither linear nor binary and it comes in many different forms that range from explicit encouragement to no opposition; (b) it is drawn upon various sources including ones in the early years of life: family, school teachers, university instructor, students, and social community; (c) it is culture-dependent and as such, it is influenced by factors on multiple levels, including cultural and gender stereotypes, organizational policies, racism, sexism, classicism, and other forms of discrimination. The implications of these findings speak to the need for: (a) systemic programs on how women are recognized by others and which seek to widen and diversify physics environments from the school level to the professional level; (b) research exploration of the politics of recognition and how they perpetuate the underrepresentation of women in physics; and, (c) disrupting monolithic theorizations of recognition and adopting intersectional approaches to exploring physics identity that value women's personal histories, subjectivities, and positionalities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01