Background Prior to college, many students have no experience with engineering, but

There are many hypotheses regarding factors that may encourage female students to pursue careers in the physical sciences. Using multivariate matching methods on national data drawn from the Persistence Research in Science and Engineering (PRiSE) project (n ¼ 7505), we test the following five commonly held beliefs regarding what factors might impact females' physical science career interest: (i) having a single-sex physics class, (ii) having a female physics teacher, (iii) having female scientist guest speakers in physics class, (iv) discussing the work of female scientists in physics class, and (v) discussing the underrepresentation of women in physics class. The effect of these experiences on physical science career interest is compared for female students who are matched on several factors, including prior science interests, prior mathematics interests, grades in science, grades in mathematics, and years of enrollment in high school physics. No significant effects are found for single-sex classes, female teachers, female scientist guest speakers, and discussing the work of female scientists. However, discussions about women's underrepresentation have a significant positive effect.

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A class of axially symmetric, rotating four-dimensional geometries carrying D1, D5, KK monopole and momentum charges is constructed. The geometries are found to be free of horizons and singularities, and are candidates to be the gravity duals of microstates of the (0,4) CFT. These geometries are constructed by performing singularity analysis on a suitably chosen class of solutions of six-dimensional minimal supergravity written over a Gibbons-Hawking base metric. The properties of the solutions raise some interesting questions regarding the CFT.ashish@physics.utoronto.ca, gpotvin@physics.utoronto.ca, giusto@mps.ohio-state.edu and amanda.peet@utoronto.ca

Background Sustainability is increasingly a vital consideration for engineers. Improved understanding of how attention to sustainability influences student major and career choice could inform efforts to broaden participation in engineering.Purpose Two related questions guided our research. How do career outcome expectations related to sustainability predict the choice of an engineering career? Which broader sustainability-related outcomes do students perceive as related to engineering? To address both questions, we compared effects for engineering and nonengineering students while controlling for various confounding variables. Design/MethodWe conducted a survey to collect responses about sustainability and other variables of interest from a national sample of college students in introductory English classes. Data were analyzed using descriptive statistics and correlational analysis. ResultsStudents who hope to address certain sustainability issues such as energy, climate change, environmental degradation, and water supply are more likely to pursue engineering. Those who hope to address other sustainability issues such as opportunities for women and minorities, poverty, and disease are less likely to do so. Students hoping to address sustainability-related outcome expectations with obvious human relevance are less likely to pursue engineering. Yet those students who perceive "improving quality of life" and "saving lives" as associated with engineering are more likely to pursue the profession.Conclusions Our results suggest that showing students the connection between certain sustainability issues and engineering careers could help those striving to increase and diversify participation in engineering. A broader range of engineers would likely bring new ideas and ways of thinking to engineering for sustainability.

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The Modeling Instruction (MI) approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy while considering the construct's contribution to the career-decision making process. Students in the Fall 2014 and 2015 MI courses at Florida International University exhibited a decrease on each of the sources of self-efficacy and overall self-efficacy (N ¼ 147) as measured by the Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) survey. This held true regardless of student gender or ethnic group. Given the highly interactive nature of the MI course and the drops observed on the SOSESC-P, we chose to further explore students' changes in self-efficacy as a function of three centrality measures (i.e., relational positions in the classroom social network): inDegree, outDegree, and PageRank. We collected social network data by periodically asking students to list the names of peers with whom they had meaningful interactions. While controlling for PRE scores on the SOSESC-P, bootstrapped linear regressions revealed post-self-efficacy scores to be predicted by PageRank centrality. When disaggregated by the sources of self-efficacy, PageRank centrality was shown to be directly related to students' sense of mastery experiences. InDegree was associated with verbal persuasion experiences, and outDegree with both verbal persuasion and vicarious learning experiences. We posit that analysis of social networks in active learning classrooms helps to reveal nuances in self-efficacy development.

This manuscript reports a longitudinal case study of how one woman, Sara, who had previously considered dropping out of high school, authored strong mathematics and science identities and purposefully exhibited agency through her experiences in high school science. These experiences empowered her to choose an engineering major in college; however, her introductory university engineering experiences ultimately pushed her out of engineering. Drawing on critical agency theory, we argue that by paying careful attention to how and why women author their identities and build agency through their experiences in high school, we may gain insight into why women may choose an engineering path in college. Additionally, we examine how Sara's perceptions of engineering structures and practices chipped away at the critical engineering agency she developed and caused her to leave engineering after her first year in college.