Related papers: Investigating peer recognition across an introduct…
Previous work has identified that recognition from others is an important predictor of students' participation, persistence, and career intentions in physics. However, research has also found a gender bias in peer recognition in which…
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent…
Gaining recognition as a physics person by peers is an important contributor to undergraduate students' physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less…
The importance of science beliefs such as self-efficacy, interest, identity, sense of belonging, perceived recognition and effectiveness of peer interaction in science education has been increasingly recognized in recent years. Here, we use…
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in…
An increasing number of studies in physics education research use social network analysis to quantify interactions among students. These studies typically gather data through online surveys using one of two different survey formats:…
Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based…
In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by…
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
Gender bias, reduced sense of belonging, and lower physics self-efficacy are among the challenges faced by female students who choose to study physics. Prior studies focusing on this underrepresented group have examined the experiences and…
Students' self-efficacy, interest, and perceived recognition from others have been shown to be very important for the development of their identity in a given field, which is a critical predictor of students' career decisions. Prior…
Using 6 years of evaluation data we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based in cutting-edge space…
The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the…
Despite nation efforts to promote diversity and inclusion, women and gender minorities remain underrepresented in physics. One common approach to studying gender in physics contexts treats gender as a categorical identity variable (e.g.…
Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This…
We have investigated the difference in persistence between male and female students while taking undergraduatephysics courses. To quantify the persistence of a certain group of students, we have defined 'persistence index' as the inverseof…
Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…
Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is…
This study examines physics students' evaluations of identical, video-recorded lectures performed by female and male actors playing the role of professors. The results indicate that evaluations by male students show statistically…