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Physical Review Physics Education Research
written by Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, Timothy J. Nokes-Malach, and Chandralekha Singh
Gender differences in students' physics identity in introductory physics courses can influence students' interest in science, technology, engineering, and mathematics and their career decisions. Exploring the components that influence these identities is critical to developing a better understanding of the underrepresentation of women in physics courses and physics-related majors. We used a revised version of the physics identity framework developed by Hazari et al. [J. Res. Sci. Teach. 47, 978 (2010)] to investigate whether the relation between gender and physics identity was mediated by motivational factors, such as competency belief, interest, and perceived recognition by others. We surveyed approximately 500 students in introductory level calculus-based physics courses in which 30% of the students are women. Analysis revealed that the relation between gender and physics identity was mediated by students' self-reported motivation at the end of the semester. The model showed that perceived recognition by others played a major role in students' endorsement of physics identity with female students less likely to endorse statements that others perceived them as a "physics person."
Physical Review Physics Education Research: Volume 15, Issue 2, Pages 020148
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Education Foundations
- Assessment
= Self Assessment
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
Education Practices
- Learning Environment
- Recruitment
= Diversity
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution-Noncommercial 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.15.020148
NSF Number:
DUE-1524575
Keywords:
Motivational Theory, belongingness, gender equity, gender imbalance, inclusion, inclusivity, physics identity
Record Creator:
Metadata instance created June 15, 2020 by Lyle Barbato
Record Updated:
January 27, 2023 by Caroline Hall
Last Update
when Cataloged:
December 4, 2019
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AIP Format
Z. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, , Phys. Rev. Phys. Educ. Res. 15 (2), 020148 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.020148).
AJP/PRST-PER
Z. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way, Phys. Rev. Phys. Educ. Res. 15 (2), 020148 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.020148>.
APA Format
Kalender, Z., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019, December 4). Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way. Phys. Rev. Phys. Educ. Res., 15(2), 020148. Retrieved April 18, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.020148
Chicago Format
Kalender, Z, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh. "Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way." Phys. Rev. Phys. Educ. Res. 15, no. 2, (December 4, 2019): 020148, https://doi.org/10.1103/PhysRevPhysEducRes.15.020148 (accessed 18 April 2024).
MLA Format
Kalender, Z. Yasemin, Emily Marshman, Christian Schunn, Timothy J. Nokes-Malach, and Chandralekha Singh. "Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way." Phys. Rev. Phys. Educ. Res. 15.2 (2019): 020148. 18 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.020148>.
BibTeX Export Format
@article{ Author = "Z. Yasemin Kalender and Emily Marshman and Christian Schunn and Timothy J. Nokes-Malach and Chandralekha Singh", Title = {Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {15}, Number = {2}, Pages = {020148}, Month = {December}, Year = {2019} }
Refer Export Format

%A Z. Yasemin Kalender %A Emily Marshman %A Christian Schunn %A Timothy J. Nokes-Malach %A Chandralekha Singh %T Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way %J Phys. Rev. Phys. Educ. Res. %V 15 %N 2 %D December 4, 2019 %P 020148 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.020148 %O application/pdf

EndNote Export Format

%0 Journal Article %A Kalender, Z. Yasemin %A Marshman, Emily %A Schunn, Christian %A Nokes-Malach, Timothy J. %A Singh, Chandralekha %D December 4, 2019 %T Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way %J Phys. Rev. Phys. Educ. Res. %V 15 %N 2 %P 020148 %8 December 4, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.020148


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