PERC 2015 Abstract Detail Page
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| Abstract Title: | Disciplinary Differences in Physics Teacher Evaluation Bias: The Case of Engineering Students |
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| Abstract: | In earlier work, we measured student evaluations of high school science teachers (biology, chemistry, and physics) and identified discipline-specific gender bias: women teachers tend to be underrated by male students (only) in biology and chemistry, but are underrated by both men and women in physics. More recently, we showed that students' physics identities exacerbate this bias, with physics-identified students exhibiting greater gender bias than those with less affinity for physics, which is a worrying result for those interested to recruit more women to physics. The data in the current study is drawn from the Sustainability and Gender in Engineering (SaGE) study, which collected students' prior high school science experiences, their evaluations of their teachers, as well as their career and major intentions. In this work, we extend our analysis to consider how students' engineering career intentions confound (or not) their evaluations of their high school physics teachers. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Mehrnegar Malek Florida International University |
| Co-Author(s) and Co-Presenter(s) |
Geoff Potvin Zahra Hazari |
