Physics career intentions: The effect of physics identity, math identity, and gender

Lock, Robynne M.; Hazari, Zahra; Potvin, Geoff

doi:10.1063/1.4789702

Cited by 55 publications

(80 citation statements)

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“…We previously conducted a factor analysis to construct variables representing recognition and interest from physics identity items [6]. Items about high school physics experiences included questions about: Connections to everyday life; classroom environment; engineering/science careers and applications; demonstrations, laboratories, and projects; use of technology; assessment; and conceptual understanding.…”

Section: Methodsmentioning

confidence: 99%

“…Additionally, we found that women require more recognition than men to experience the same effect on career choice. Typically, men have higher physics identities than women in all three dimensions [6]. While teaching strategies have been identified that correlate with physics identity [4], given the importance of recognition and interest, understanding strategies that may support development of recognition and interest specifically should be emphasized.…”

Section: Introductionmentioning

confidence: 99%

“…In adapting the framework for students, the dimension of interest was added [4]. Additionally, factor analysis revealed that in students in early college, performance and competence are indistinguishable [6].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Determining strategies that predict physics identity: Emphasizing recognition and interest

Lock¹,

Castillo²,

Hazari³

et al. 2015

2015 Physics Education Research Conference Proceedings

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Although the number of students earning bachelor's degrees in physics has increased, the percentage of those degrees earned by women has not increased for more than 10 years. We use a physics identity framework to understand the factors that may impact physics career choice. Physics identity consists of three dimensions: recognition (perception of recognition by others), interest (desire to learn more), and performance/competence (perception of ability to understand). Our previous work has shown that recognition and interest are more significant predictors of physics career choice than performance/competence, and that women may require more recognition than men in order to choose physics careers. Therefore, teaching strategies that specifically target recognition and interest should be identified. Using data from a survey administered to a nationally representative sample of college students, we use regression models to determine which teaching strategies predict recognition and which strategies predict interest.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Determining strategies that predict physics identity: Emphasizing recognition and interest

Lock¹,

Castillo²,

Hazari³

et al. 2015

2015 Physics Education Research Conference Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this body of work, "physics identity" is modeled as self-reported concepts of recognition, performance, comptence and interest. This model, built on earlier qualitative work [14], has been used in regression analyses to show that identifying as a "physics person" correlates with choosing physics, but also that certain factors seem to influence physics identity more than others [4,17,18]. A few gender differences have also been found [4].…”

Section: A Identity Studies In Permentioning

confidence: 99%

“…Some PER studies on identity have focused on mapping out students' "physics identity" through large survey-based investigations [4,17,18]. In this body of work, "physics identity" is modeled as self-reported concepts of recognition, performance, comptence and interest.…”

Section: A Identity Studies In Permentioning

confidence: 99%

Analyzing discourse and identity in physics education: Methodological considerations

Johansson¹

2016

2016 Physics Education Research Conference Proceedings

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Early informal STEM experiences and STEM identity: The importance of talking science

et al. 2019

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In this paper, we examine the relationship between participants’ childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K‐4) informal STEM education experiences, like participating in science camps, existing research does not adequately address their relationship to STEM career intention later in life. Grounding our work in identity research, we tested the predictive power of STEM identity on career intention (N = 15,847). We found that for every one‐point higher on our STEM identity scale, participants’ odds of choosing a STEM career in college increased by 85%. We then tested whether a variety of childhood informal experiences predicted participants’ STEM identity. While controlling for home environment, gender, and other relevant factors, only talking with friends and family about science, and consuming science and science‐fiction media (i.e., books and television) were predictive of STEM identity in college.

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Physics career intentions: The effect of physics identity, math identity, and gender

Cited by 55 publications

References 0 publications

Determining strategies that predict physics identity: Emphasizing recognition and interest

Determining strategies that predict physics identity: Emphasizing recognition and interest

Analyzing discourse and identity in physics education: Methodological considerations

Early informal STEM experiences and STEM identity: The importance of talking science

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