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Examining physics identity development through two high school interventions
written by Hemeng Cheng, Geoff Potvin, Raina Khatri, Laird H. Kramer, Robynne M. Lock, and Zahra Hazari
As part of the STEP UP 4 Women project, a national initiative to empower high school teachers to recruit women to pursue physics degrees in college, we developed two lessons for high school physics classes that are intended to facilitate the physics identity development of female students. One discusses physics careers and links to students' own values and goals; the other focuses on a discussion of underrepresentation of women in physics with the intention of having students elicit and examine stereotypes in physics. In piloting these lessons, we found statistically significant improvements in students' identities, particularly recognition beliefs (feeling recognized by others as a physics person) and beliefs in a future physics career. Moreover, female students have larger gains than male students in future beliefs (seeing themselves as physicists in the future) from both lessons, which makes it promising to contribute to alleviating the underrepresentation of women in physics. Using structural equation modeling, we test a path model of various physics identity constructs, extending an earlier, established model. In this paper, we also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.
Physics Education Research Conference 2018
Part of the PER Conference series
Washington, DC: August 1-2, 2018
Subjects Levels Resource Types
Education - Applied Research
- Careers
- Recruitment
= Diversity
Education - Basic Research
- Cognition
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
- High School
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2018.pr.Cheng
NSF Numbers:
1721021
1720810
1720917
1720869
Keyword:
PERC 2018
Record Creator:
Metadata instance created December 31, 2018 by Lyle Barbato
Record Updated:
December 31, 2018 by Lyle Barbato
Last Update
when Cataloged:
December 31, 2018

2018 PERC Notable Paper

Author: Lyle
Posted: March 20, 2019 at 12:57PM

This paper was one of three 2018 PERC Proceedings papers selected as notable by PERLOC and the Notable Papers subcommittee.

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Record Link
AIP Format
H. Cheng, G. Potvin, R. Khatri, L. Kramer, R. Lock, and Z. Hazari, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916).
AJP/PRST-PER
H. Cheng, G. Potvin, R. Khatri, L. Kramer, R. Lock, and Z. Hazari, Examining physics identity development through two high school interventions, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916>.
APA Format
Cheng, H., Potvin, G., Khatri, R., Kramer, L., Lock, R., & Hazari, Z. (2018, August 1-2). Examining physics identity development through two high school interventions. Paper presented at Physics Education Research Conference 2018, Washington, DC. Retrieved September 22, 2019, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916
Chicago Format
Cheng, H, G. Potvin, R. Khatri, L. Kramer, R. Lock, and Z. Hazari. "Examining physics identity development through two high school interventions." Paper presented at the Physics Education Research Conference 2018, Washington, DC, August 1-2, 2018. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916 (accessed 22 September 2019).
MLA Format
Cheng, Hemeng, Geoff Potvin, Raina Khatri, Laird Kramer, Robynne Lock, and Zahra Hazari. "Examining physics identity development through two high school interventions." Physics Education Research Conference 2018. Washington, DC: 2018. of PER Conference. 22 Sep. 2019 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916>.
BibTeX Export Format
@inproceedings{ Author = "Hemeng Cheng and Geoff Potvin and Raina Khatri and Laird Kramer and Robynne Lock and Zahra Hazari", Title = {Examining physics identity development through two high school interventions}, BookTitle = {Physics Education Research Conference 2018}, Address = {Washington, DC}, Series = {PER Conference}, Month = {August 1-2}, Year = {2018} }
Refer Export Format

%A Hemeng Cheng
%A Geoff Potvin
%A Raina Khatri
%A Laird Kramer
%A Robynne Lock
%A Zahra Hazari
%T Examining physics identity development through two high school interventions
%S PER Conference
%D August 1-2 2018
%C Washington, DC
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916
%O Physics Education Research Conference 2018
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Cheng, Hemeng
%A Potvin, Geoff
%A Khatri, Raina
%A Kramer, Laird
%A Lock, Robynne
%A Hazari, Zahra
%D August 1-2 2018
%T Examining physics identity development through two high school interventions
%B Physics Education Research Conference 2018
%C Washington, DC
%S PER Conference
%8 August 1-2
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14769&DocID=4916


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