Gendered patterns in the construction of physics identity from motivational factors
Gendered patterns in the construction of physics identity from motivational factors
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从动机因素构建物理学身份的性别模式
DOI：
10.1103/physrevphyseducres.15.020119
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发表时间：
2019
影响因子：
3.1
通讯作者：
C. Singh
中科院分区：
文献类型：
--
作者：
Z. Y. Kalender;E. Marshman;C. Schunn;Timothy J. Nokes;C. Singh
学生的意图坚持和他们的职业选择在科学，技术，工程和数学领域可以通过他们的物理身份的影响。在物理学和工程学的各个级别，妇女的代表性都严重不足。特别是物理学，它被认为是一门为杰出人士而设的学科。因此，对于不符合物理学家刻板形象的妇女来说，要发展物理学身份尤其困难。因此，了解物理学入门课堂中物理学身份的基本因素对于创造一个公平和包容的物理学学习环境非常重要，并且有可能至少部分解释目前女性在物理学相关专业和职业中的代表性不足。在这项研究中，我们研究了物理身份和其他几个动机结构的男性和女性学生管理的调查，介绍微积分为基础的物理课程在一个大型研究型大学。我们发现，性别差异，学生如何识别作为一个物理的人，以及如何从其他人，如他们的助教或教师，同龄人，或家庭成员的感知识别与他们的物理身份。我们测试了不同性别的模型，研究不同的动机结构如何与学生的物理身份。研究发现，被有影响力的人，如课程教师或教学助理认可的感知是不同的男女学生的物理自我效能感和归属感在物理课堂上。这些研究结果呼吁改善物理学习环境，使他们公平，使所有的学生都有高度的归属感和自我效能感，并有机会发展一个强大的物理身份。
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.
影响因子：
6.6
作者：
Wang, Ming-Te;Degol, Jessica
通讯作者：
Degol, Jessica
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor