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Abstract Title: Discussing Underrepresentation as a Means to Increasing Female Physics Identity
Abstract: Despite the fact that approximately half of high school physics students are female, only 21 percent of physics bachelor's degrees are awarded to women. In a previous study, drawn from a national survey of college students in introductory English courses, five factors commonly proposed to positively impact female students' choice of a physical science career were tested using multivariate matching methods. The only factor found to have a positive effect was the explicit discussion of the underrepresentation of women in physics. In order to explore this further, a case study of the classes of one teacher reported to discuss the underrepresentation of women was conducted. Two classroom underrepresentation discussions were recorded, students and teacher were interviewed, and relevant student work was collected.  Analyzing the case study data using a figured worlds framework, we report on how discussing underrepresentation may create opportunities to increase the physics identities of female students.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Robynne M. Lock
Department of Physics & Astronomy, Texas A&M University- Commerce
Commerce, TX 75429
and Co-Presenter(s)
Zahra Hazari, Department of Teaching & Learning, Florida International University, Miami, FL 33199

Reganne Tompkins, Department of Engineering & Science Education, Clemson University, Clemson, SC 29364