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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
Students' intentions to persevere and their career choices in science, technology, engineering, and math fields can be impacted by their physics identities. Women are severely underrepresented at all levels in physics and engineering. Physics in particular has stereotypes about being a discipline for brilliant men. Therefore, it is particularly difficult for women who do not fit the description of a stereotypical physicist to develop a physics identity. Thus, understanding the factors underlying physics identity in introductory physics classrooms is important for creating an equitable and inclusive physics learning environment and has the potential to at least partly explain the current underrepresentation of women in physics-related majors and careers. In this study, we examined physics identity and several other motivational constructs of male and female students by administering a survey in introductory calculus-based physics courses at a large research university. We found gender differences in how students identify as a physics person and how their perceived recognition from others, such as their teaching assistants or instructors, peers, or family members relates to their physics identities. We tested separate models by gender that examined how different motivational constructs relate to students' physics identities. We found that the perception of being recognized by influential others such as the course instructor or teaching assistants was differentially related to female and male students' physics self-efficacy and sense of belonging in the physics classroom. These findings call for improving the physics learning environments to make them equitable so that all students have a high sense of belonging and self-efficacy and opportunity to develop a strong physics identity.
Physical Review Physics Education Research: Volume 15, Issue 2, Pages 020119
Subjects Levels Resource Types
Education - Applied Research
- Careers
Education - Basic Research
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
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- Researchers
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Format:
application/pdf
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.15.020119
NSF Number:
1524575
Record Creator:
Metadata instance created October 24, 2019 by Lyle Barbato
Record Updated:
December 21, 2022 by Sam McKagan
Last Update
when Cataloged:
August 27, 2019
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Record Link
AIP Format
Z. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, , Phys. Rev. Phys. Educ. Res. 15 (2), 020119 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.020119).
AJP/PRST-PER
Z. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh, Gendered patterns in the construction of physics identity from motivational factors, Phys. Rev. Phys. Educ. Res. 15 (2), 020119 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.020119>.
APA Format
Kalender, Z., Marshman, E., Schunn, C., Nokes-Malach, T., & Singh, C. (2019, August 27). Gendered patterns in the construction of physics identity from motivational factors. Phys. Rev. Phys. Educ. Res., 15(2), 020119. Retrieved April 15, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.020119
Chicago Format
Kalender, Z, E. Marshman, C. Schunn, T. Nokes-Malach, and C. Singh. "Gendered patterns in the construction of physics identity from motivational factors." Phys. Rev. Phys. Educ. Res. 15, no. 2, (August 27, 2019): 020119, https://doi.org/10.1103/PhysRevPhysEducRes.15.020119 (accessed 15 April 2024).
MLA Format
Kalender, Z. Yasemin, Emily Marshman, Christian Schunn, Timothy J. Nokes-Malach, and Chandralekha Singh. "Gendered patterns in the construction of physics identity from motivational factors." Phys. Rev. Phys. Educ. Res. 15.2 (2019): 020119. 15 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.020119>.
BibTeX Export Format
@article{ Author = "Z. Yasemin Kalender and Emily Marshman and Christian Schunn and Timothy J. Nokes-Malach and Chandralekha Singh", Title = {Gendered patterns in the construction of physics identity from motivational factors}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {15}, Number = {2}, Pages = {020119}, Month = {August}, Year = {2019} }
Refer Export Format

%A Z. Yasemin Kalender %A Emily Marshman %A Christian Schunn %A Timothy J. Nokes-Malach %A Chandralekha Singh %T Gendered patterns in the construction of physics identity from motivational factors %J Phys. Rev. Phys. Educ. Res. %V 15 %N 2 %D August 27, 2019 %P 020119 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.020119 %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 August 27, 2019 %T Gendered patterns in the construction of physics identity from motivational factors %J Phys. Rev. Phys. Educ. Res. %V 15 %N 2 %P 020119 %8 August 27, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.020119


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