Exploring woman university physics students ‘doing gender’ and ‘doing physics’

Danielsson, Anna

doi:10.1080/09540253.2011.565040

Cited by 108 publications

(115 citation statements)

References 22 publications

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“…They also rejected the idea that being female had anything to do with being "sciencey". I interpreted these data as suggesting a discourse of equal opportunity and gender equality, which could be seen as "tied to academic ideal of individuality and independence" [16] (p. 34). This view positions individuals as responsible for their own success, which they can achieve through hard work and persistence [65].…”

Section: -Rifat (Discussion Group March 2015)mentioning

confidence: 99%

“…Researchers have argued that some female students, in order not to feel "out of place", restrained their performances of femininity (such as behaviours and physical appearance), often in ways that were uncomfortable and inauthentic [16,17]. Gonsalves has concluded from her findings that "to be recognized as a real physicist might mean to be invisible as a real woman, or it might also mean positioning oneself in opposition to other women" [17] (p. 519).…”

Section: Discursive Strategy One: Rendering Gender Invisiblementioning

confidence: 99%

“…(Interview, March 2015) Samira appeared to have constructed gender as an invisible factor in science participation. This discursive strategy seemed to have enabled her to better fit in with the group of boys in the STEM club; if gender (supposedly) did not get noticed, there was less chance of her standing out as being "an anomaly" [16]. Studies have previously reported how some girls who encounter male-dominated science environments, where they were the only female, subsequently self-excluded from these spaces [68].…”

Section: Discursive Strategy One: Rendering Gender Invisiblementioning

confidence: 99%

“…Over the last two decades, there has been an increased focus on identity research in science education. Studies have included learners from different age groups; from primary school [12], secondary or high school [1,2,[13][14][15], to higher education [16][17][18][19] and into employment [20,21]. Research findings pertaining to how people identify with science have also increasingly been taken up by science education policy and practice.…”

Section: Introduction: Identification With Science and Its Potential mentioning

confidence: 99%

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Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Godec

2018

Education Sciences

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Abstract:Women from working class and some ethnic minority backgrounds continue to be underrepresented in science, particularly in areas such as physical sciences and engineering. Many find it difficult to see science as something that is "for them", which then has implications for their learning and participation in science. In this paper, I discuss findings from a U.K.-based qualitative study with 15 working-class girls, aged 11 to 13, from diverse ethnic backgrounds. Data were collected over the course of one academic year, through interviews and discussion groups with the girls and interviews with their science teachers, and analysed through a post-structural gender lens. The paper foregrounds five science-identifying girls, who negotiated their identification and engagement with science through the following discursive strategies: (i) rendering gender invisible, (ii) drawing attention to the presence of women in science, (iii) reframing "science people" as caring and nurturing, and (iv) cultural discourses of desirability of science. The findings contribute to the understanding of how working class girls-who are often "othered" and constructed as "unintelligible" within the dominant discursive regime of prototypical science-find identification with science possible. The paper discusses the affordances and challenges of each discursive strategy.

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Section: -Rifat (Discussion Group March 2015)mentioning

confidence: 99%

Section: Discursive Strategy One: Rendering Gender Invisiblementioning

confidence: 99%

Section: Discursive Strategy One: Rendering Gender Invisiblementioning

confidence: 99%

Section: Introduction: Identification With Science and Its Potential mentioning

confidence: 99%

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Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Godec

2018

Education Sciences

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“…Group discussions are widely used in gender research. The application of group discussions in gender studies makes it possible for groups of people who are faced with the same set of issues to become (Danielsson, 2012). In gender studies, group discussions have been shown to be very effective in observing how opinions are constructed and expressed, and how these are negotiated and modified through discussion (Kitzinger, 2009) For our purposes, the use of group discussions makes it possible to understand the ways in which the culture of gender is tackled in school, which is deduced through the recognition and analysis of discourses, subjects and mechanisms of discussion used by these teachers.…”

Section: A Conception Of Language and Discourse For Analyzing Doing Gmentioning

confidence: 99%

Teachers negotiating discourses of gender (in) equality: the case of equal opportunities reform in Andalusia

Cubero

Santamaría

Rebollo

et al. 2015

Gender and Education

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Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics

Bøe¹,

Henriksen

2013

Science Education

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In response to insufficient participation and female underrepresentation in physics education, this article uses questionnaire data from Norwegian physics students in upper secondary (N = 585) and first-year tertiary (N = 278) education to characterize the "physics choosers." An expectancy-value perspective is adopted to describe the motivations and expectations behind the respondents' physics choice. Three choice profiles were identified among secondary students. The intrinsic and extrinsic profile, broadly motivated by interest-enjoyment, expectation of success, and utility for university admission; the extrinsic profile emphasizing mainly utility; and the intrinsic profile emphasizing mainly interest-enjoyment. Females were underrepresented in the intrinsic profile. Many secondary students did not know what kind of job they wanted, but those who did, aspired to go into medicine (particularly females) or engineering (particularly males). Tertiary students were motivated by a passion for physics and high expectation of enjoyment, and many of them planned to go into research. Tertiary students were more likely than secondary students to value idealistic purposes in a future career. The results imply that participation in physics may be improved by targeting students with a broader motivation than interest alone, through inclusive classroom practices, support of students' self-concepts, and examples of physics applications and physics-

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Exploring woman university physics students ‘doing gender’ and ‘doing physics’

Cited by 108 publications

References 22 publications

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science

Teachers negotiating discourses of gender (in) equality: the case of equal opportunities reform in Andalusia

Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics

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