Evaluating and Exploring a Professional Conference for Undergraduate Women in Physics: Can One Weekend Make a Difference?

Buck, Gayle A.; Mills, Mary Etta; Wang, Jianlan; Yin, Xinying

doi:10.1615/jwomenminorscieneng.2014008011

“…Estudos mostram ser positiva a criação de oportunidades para produzir redes de contatos femininas, como, por exemplo, uma conferência dedicada a acadêmicas em física (Buck et al, 2014). Além disso, pode ser positivo ampliar ambientes de trabalho e tornar os cenários de estudo mais colaborativos, de maneira a favorecer maior apoio ambiental às estudantes.…”

Section: Tomada De Perspectivaunclassified

Gênero E Raça: Um Estudo Sobre Autoeficácia Em Física De Alunos Universitários

Ramos

¹

,

Silva

²

,

Pantoja

³

2022

Cad. Pesqui.

0

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Resumo As crenças de autoeficácia vêm sendo recentemente investigadas na pesquisa em ensino de física e mostram-se relevantes para estudo da autoavaliação de indivíduos sobre o desempenho percebido em tarefas específicas. Realizamos um estudo exploratório com 170 estudantes da Universidade Federal do Oeste do Pará para responder ao seguinte questionamento: “como varia a autoeficácia, em física, de alunos da Universidade Federal do Oeste do Pará nas dimensões identidade de gênero e raça/cor?”. Os resultados da aplicação do questionário Sources of Self-Efficacy in Science Courses, traduzido para português e revalidado com α = 0,94, indicam diferenças de média moderadas na autoeficácia em física a favor dos homens, com tais variações associadas principalmente à fonte de experiência vicária.

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“…Os fatores de retenção estão relacionados às ações institucionais que podem contribuir para a persistência e o sucesso das mulheres. Estudos sugerem a promoção de: oportunidades para criar redes de contatos entre mulheres, como por exemplo, em uma conferência dedicada a graduandas em física (Buck et al, 2014); ambientes de trabalho e estudo colaborativos; contato com modelos e mentoras mulheres; local de trabalho favorável à família; informações sobre opções de carreira e oportunidades dentro e fora da academia. Um estudo relatou "uma intervenção cuidadosamente planejada para aumentar o comprometimento dos chefes de departamento nas ciências físicas com a contratação e o avanço na carreira das mulheres" (Greene et al, 2011, p. 1).…”

Section: Experiências Das Mulheresunclassified

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Vidor

¹

,

Danielsson

²

,

Rezende

³

et al. 2020

RBPEC

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This work offers a systematic literature review of Brazilian and international research on gender in physics and physics education published over the last decade (2010–2019). We draw on a poststructuralist analytical approach to discuss assumptions about gender and forms of problematization of gender inequalities in physics, referred as problem representations, underlying one hundred and thirty studies. Results show that most studies (76.9%) assume a binary gender model that restricts “gender” to sex-specific issues related to female individuals. The “problem” is represented as the low number of women pursuing careers related to physics. The implied solution is to attract girls to physics and retain female academics in their careers. Around 22.3% of studies assume that “gender” is a relational construct that constitutes power relations between individuals, who may or may not conform to hetero-cis-normative social expectations. The “problem” is represented as the reproduction of gender discourses and stereotypes within and about the cultures of physics and physics education. Only one study assume “gender” as one of several axes of a complex and dynamic power system that constrains knowledge production in physics, then representing the “problem” as a matter of how theories and practices are perpetuated in the field. We conclude that a call for more gender diversity in physics and physics education should not only address hetero-cis-normative conceptions of gender, but should also challenge strict and specific cultural, social and epistemological norms within the physics community.

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“…Retention factors are related to institutional actions that can contribute to women's persistence and success. Studies suggest the promotion of: network opportunities among women, as for example, in a conference dedicated to undergraduate women in physics (Buck et al, 2014); collaborative studying and working environment; contact with female role models and mentors; family-friendly working place; information about career options and opportunities inside and outside academia. One study reported "a carefully planned intervention to increase the commitment of department chairs in the physical sciences to the hiring and career advancement of women" (Greene et al, 2011, p. 1).…”

Section: Women's Experiencesmentioning

confidence: 99%

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Vidor

¹

,

Danielsson

²

,

Rezende

³

et al. 2020

RBPEC

5

0

View full text Add to dashboard Cite

This work offers a systematic literature review of Brazilian and international research on gender in physics and physics education published over the last decade (2010–2019). We draw on a poststructuralist analytical approach to discuss assumptions about gender and forms of problematization of gender inequalities in physics, referred as problem representations, underlying one hundred and thirty studies. Results show that most studies (76.9%) assume a binary gender model that restricts “gender” to sex-specific issues related to female individuals. The “problem” is represented as the low number of women pursuing careers related to physics. The implied solution is to attract girls to physics and retain female academics in their careers. Around 22.3% of studies assume that “gender” is a relational construct that constitutes power relations between individuals, who may or may not conform to hetero-cis-normative social expectations. The “problem” is represented as the reproduction of gender discourses and stereotypes within and about the cultures of physics and physics education. Only one study assume “gender” as one of several axes of a complex and dynamic power system that constrains knowledge production in physics, then representing the “problem” as a matter of how theories and practices are perpetuated in the field. We conclude that a call for more gender diversity in physics and physics education should not only address hetero-cis-normative conceptions of gender, but should also challenge strict and specific cultural, social and epistemological norms within the physics community.

show abstract

Evaluating and Exploring a Professional Conference for Undergraduate Women in Physics: Can One Weekend Make a Difference?

Cited by 5 publications

References 0 publications

Gênero E Raça: Um Estudo Sobre Autoeficácia Em Física De Alunos Universitários

Gênero E Raça: Um Estudo Sobre Autoeficácia Em Física De Alunos Universitários

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

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