written by
Sonja Cwik
Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and math (STEM) disciplines and future career aspirations. In recent years, many research studies have focused on inequities in calculus-based introductory physics courses, e.g., by investigating gender differences in students' motivational beliefs such as self-efficacy, interest, and identity and how they change from the beginning to the end of a physics course or course sequence. However, these issues have not been investigated in introductory physics courses for bioscience majors, in which women outnumber men. Although women outnumber men in these courses, societal stereotypes and biases about who can do and excel in physics may impact women in these courses unless there is an intentional effort to create equitable and inclusive learning environments. In this dissertation I address the question of equity in introductory physics courses for students on the bioscience track by investigating the relationship between gender, motivational beliefs, and physics performance. Through my quantitative studies, I first analyzed gender differences in students' self-efficacy, sense of belonging, and recognition by others and how they predict course grade. Then, I investigated whether the relation between gender and physics identity was mediated by students' self-efficacy, interest, and recognition by others. Lastly, I investigated how students' perception of the inclusiveness of the learning environment including students' sense of belonging, interactions with their peers, and recognition by instructors and TAs predicts their physics identity and grades in the introductory physics courses. These findings can be invaluable for instructors striving to make these courses more equitable and inclusive. Throughout the thesis, there is discussion of how these findings can provide guidelines to improve women's experiences and achievement.
University:
University of Pittsburgh
Academic Department: Physics and Astronomy Pages 369
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=16431">Cwik, Sonja. "Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors." Ph.D., University of Pittsburgh, 2022.</a>
AIP Format
S. Cwik, , Ph.D., University of Pittsburgh, 2022, WWW Document, (http://d-scholarship.pitt.edu/43241/).
AJP/PRST-PER
S. Cwik, Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors, Ph.D., University of Pittsburgh, 2022, <http://d-scholarship.pitt.edu/43241/>.
APA Format
Cwik, S. (2022, September 30). Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors (Ph.D., University of Pittsburgh, 2022). Retrieved December 9, 2024, from http://d-scholarship.pitt.edu/43241/
Chicago Format
Cwik, Sonja. "Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors." Ph.D., University of Pittsburgh, 2022. http://d-scholarship.pitt.edu/43241/ (accessed 9 December 2024).
MLA Format
Cwik, Sonja. "Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors." Ph.D.. 30 Sep. 2022. University of Pittsburgh, 2022. 9 Dec. 2024 <http://d-scholarship.pitt.edu/43241/>.
BibTeX Export Format
@phdthesis{
Author = "Sonja Cwik",
Title = {Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors},
School = {University of Pittsburgh},
Type = {Ph.D.},
Month = {September},
Year = {2022}
}
Refer Export Format
%A Sonja Cwik %T Investigating Gender Differences in Students' Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors %R Ph.D. %D September 30, 2022 %P 369 %I University of Pittsburgh %U http://d-scholarship.pitt.edu/43241/ %O Physics and Astronomy %O application/pdf %O Ph.D.
EndNote Export Format
%0 Thesis %A Cwik, Sonja %D September 30, 2022 %T Investigating Gender Differences in Students' Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors %B Physics and Astronomy %I University of Pittsburgh %P 369 %8 September 30, 2022 %9 Ph.D. %U http://d-scholarship.pitt.edu/43241/ 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. Investigating Gender Differences in Students’ Motivational Beliefs and Inclusiveness of the Learning Environment in Introductory Physics Courses for Bioscience Majors:
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