Physics Education and Gender - Identity as an Analytic Lens for Research
Physics Education and Gender - Identity as an Analytic Lens for Research
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物理教育与性别——身份作为研究的分析镜头
DOI：
10.1007/978-3-030-41933-2_2
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Archer L
中科院分区：
文献类型：
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作者：
Archer L
本章利用纵向访谈数据收集的七个年轻女子在英国谁跟踪从10-19岁，谁都表示了愿望，在16岁的研究高级水平（A级）物理。运用女性主义的布迪厄概念透镜，我们探索他们的轨迹，通过和物理：从丹妮尔，谁是拒绝进入A级物理;维多利亚和塔利亚，谁是被禁止从课程完成之前;达维娜，凯特和米涅，谁完成了A级，但谁选择不继续追求的主题;最后汉娜，谁继续在大学学习物理。值得注意的是物理学领域开展的教学工作，特别是通过年轻妇女的身体、思想和身份培养惯习和hexis，以及严格的把关做法，这确保了该领域精英地位的再现和妇女的同时解放。
This chapter draws on longitudinal interview data collected from seven young woman in England who were tracked from age 10–19 and who had all expressed an aspiration at age 16 to study Advanced level (A level) physics. Applying a feminist Bourdieusian conceptual lens, we explore their trajectories in, through and out of physics: from Danielle, who is denied entry to A level physics; to Victoria and Thalia, who are debarred from the course before completion; to Davina, Kate and Mienie, who complete the A level but who choose not to pursue the subject further; and finally Hannah, who goes on to study physics at university. Attention is drawn to the pedagogic work conducted by the field of physics, notably the cultivation of habitus and hexis through the bodies, minds and identities of the young women, and its stringent gate-keeping practices, which ensure the reproduction of the elite status of the field and the simultaneous disadvantaging of women.