written by
Sonja Cwik and Chandralekha Singh
Societal stereotypes and biases about who belongs in physics and who can excel in it can impact physics beliefs, including the self-efficacy, interest, and identity, e.g., of women in physics courses. Exploring these beliefs longitudinally and analyzing how different beliefs predict students' physics identity are important for developing a better understanding of the experiences of women who are majoring in science, technology, engineering, and mathematics in their mandatory physics courses and making the learning environment equitable and inclusive. We analyzed beliefs of students longitudinally in introductory physics 1 and physics 2, which are mandatory for students on the bioscience track, and used structural equation modeling (SEM) and a physics identity framework to investigate whether the relation between gender and physics identity was mediated by self-efficacy, interest, and perceived recognition by others. Although women are not underrepresented in this two-semester physics course sequence for students on the bioscience track, societal stereotypes and biases internalized by women over their lifetime can impact their beliefs about physics when they enter these physics classes and gender gaps can persist if the physics learning environment is not equitable and inclusive. Our findings show a gender gap in beliefs disadvantaging women throughout the physics course sequence. Additionally, the SEM model of physics identity shows that physics perceived recognition by others plays a central role in predicting students' physics identity throughout the two-semester course sequence.
Physical Review Physics Education Research: Volume 18, Issue 2, Pages 020111
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=16197">Cwik, Sonja, and Chandralekha Singh. "Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track." Phys. Rev. Phys. Educ. Res. 18, no. 2, (August 22, 2022): 020111.</a>
AIP Format
S. Cwik and C. Singh, , Phys. Rev. Phys. Educ. Res. 18 (2), 020111 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.020111).
AJP/PRST-PER
S. Cwik and C. Singh, Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track, Phys. Rev. Phys. Educ. Res. 18 (2), 020111 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.020111>.
APA Format
Cwik, S., & Singh, C. (2022, August 22). Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track. Phys. Rev. Phys. Educ. Res., 18(2), 020111. Retrieved May 20, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.020111
Chicago Format
Cwik, Sonja, and Chandralekha Singh. "Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track." Phys. Rev. Phys. Educ. Res. 18, no. 2, (August 22, 2022): 020111, https://doi.org/10.1103/PhysRevPhysEducRes.18.020111 (accessed 20 May 2024).
MLA Format
Cwik, Sonja, and Chandralekha Singh. "Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track." Phys. Rev. Phys. Educ. Res. 18.2 (2022): 020111. 20 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.020111>.
BibTeX Export Format
@article{
Author = "Sonja Cwik and Chandralekha Singh",
Title = {Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {18},
Number = {2},
Pages = {020111},
Month = {August},
Year = {2022}
}
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%A Sonja Cwik %A Chandralekha Singh %T Longitudinal analysis of women and men's motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %D August 22, 2022 %P 020111 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020111 %O application/pdf
EndNote Export Format
%0 Journal Article %A Cwik, Sonja %A Singh, Chandralekha %D August 22, 2022 %T Longitudinal analysis of women and men's motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track %J Phys. Rev. Phys. Educ. Res. %V 18 %N 2 %P 020111 %8 August 22, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.020111 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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