相关论文: Introductory physics students' recognition of stro…
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…
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…
Students' beliefs about the extent to which meaningful others, including their peers, recognize them as a strong science student are correlated with their persistence in science courses and careers. Yet, prior work has found a gender bias…
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…
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…
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…
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…
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.…
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…
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…
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…
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…
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…
Grades provide students with their primary performance feedback: signals which affect academic choices. Variations in grading practice among courses impose grade penalties (and bonuses) on students who take them. These grade penalties are…
The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, focusing on whether students…
At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture-setting, or in a reformed studio setting. In this…
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…
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…
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…
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…