Gendered patterns in the construction of physics identity from motivational factors

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 fo...

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Autores principales:	Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, Timothy J. Nokes-Malach, Chandralekha Singh
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2019
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/cbd9ff49ac924201ba7dde9f96d618e2
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spelling	oai:doaj.org-article:cbd9ff49ac924201ba7dde9f96d618e22021-12-02T11:05:45ZGendered patterns in the construction of physics identity from motivational factors10.1103/PhysRevPhysEducRes.15.0201192469-9896https://doaj.org/article/cbd9ff49ac924201ba7dde9f96d618e22019-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.15.020119http://doi.org/10.1103/PhysRevPhysEducRes.15.020119https://doaj.org/toc/2469-9896Students’ 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 underrepresentation 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.Z. Yasemin KalenderEmily MarshmanChristian D. SchunnTimothy J. Nokes-MalachChandralekha SinghAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 15, Iss 2, p 020119 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Z. Yasemin Kalender Emily Marshman Christian D. Schunn Timothy J. Nokes-Malach Chandralekha Singh Gendered patterns in the construction of physics identity from motivational factors
description	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 underrepresentation 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.
format	article
author	Z. Yasemin Kalender Emily Marshman Christian D. Schunn Timothy J. Nokes-Malach Chandralekha Singh
author_facet	Z. Yasemin Kalender Emily Marshman Christian D. Schunn Timothy J. Nokes-Malach Chandralekha Singh
author_sort	Z. Yasemin Kalender
title	Gendered patterns in the construction of physics identity from motivational factors
title_short	Gendered patterns in the construction of physics identity from motivational factors
title_full	Gendered patterns in the construction of physics identity from motivational factors
title_fullStr	Gendered patterns in the construction of physics identity from motivational factors
title_full_unstemmed	Gendered patterns in the construction of physics identity from motivational factors
title_sort	gendered patterns in the construction of physics identity from motivational factors
publisher	American Physical Society
publishDate	2019
url	https://doaj.org/article/cbd9ff49ac924201ba7dde9f96d618e2
work_keys_str_mv	AT zyaseminkalender genderedpatternsintheconstructionofphysicsidentityfrommotivationalfactors AT emilymarshman genderedpatternsintheconstructionofphysicsidentityfrommotivationalfactors AT christiandschunn genderedpatternsintheconstructionofphysicsidentityfrommotivationalfactors AT timothyjnokesmalach genderedpatternsintheconstructionofphysicsidentityfrommotivationalfactors AT chandralekhasingh genderedpatternsintheconstructionofphysicsidentityfrommotivationalfactors
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Gendered patterns in the construction of physics identity from motivational factors

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