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Abstract Title: How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics
Abstract: Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the learning environment predicts male and female students' motivational beliefs including physics self-efficacy, interest, and identity at the end of year long (spanning two-semester) algebra-based introductory physics courses. These were courses at a large university in the US taken primarily by biological science majors many of whom are interested in health professions. Although women are not underrepresented in these physics courses, societal stereotypes and biases internalized by female students over their lifetime can still impact their motivational beliefs about physics. Our findings show gender gap in motivational beliefs favoring men. These findings can be useful to provide support and create an equitable and inclusive learning environment to help all students excel in these courses.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.F5
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Sonja Cwik
University of Pittsburgh
Pittsburgh, PA 15217
Phone: 8182817230
and Co-Presenter(s)
Kyle Whitcomb - University of Pittsburgh
Chandralekha Singh- University of Pittsburgh