Towards Meaningful Physics Recognition: What does this recognition actually look like?

Hazari, Zahra; Cass, Cheryl

doi:10.1119/1.5055325

Cited by 47 publications

(38 citation statements)

References 8 publications

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“…Educators in physics programs should focus on fostering female students' feelings of competency and recognize them for various capabilities and achievements, as well as create opportunities to prevent social alienation and isolation to improve sense of belonging. Prior work has found that creating communal classroom spaces can have a positive effect on female students' feelings of competence and recognition (Hazari & Cass, 2018). These communal spaces have students working together for everyone's benefit and resonate a cultural ethos that no one should be left behind.…”

Section: Discussionmentioning

confidence: 99%

The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates

et al. 2020

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While there is a growing body of work that examines disciplinary identity development, unlike qualitative work in this area, quantitative research has not fully incorporated the importance of different contexts, nor has it uniquely focused on underrepresented groups (in this case, women in physics). This study examines how the constructs posited by prior work as important for physics identity, as well as an additional theorized construct, may interrelate and affect female students' physics identity differently depending on the context. Context in this study refers to two different experiential levels in college. The constructs examined include performance/competence, recognition, and interest, as well as sense of belonging. In particular, we used structural equation modeling to examine the effect that these constructs have on the physics identity of two groups of female physics undergraduates: first year students and senior year students. The results reveal that the relationship of the theorized constructs with physics identity vary between the two groups as well as compared to prior research with broad college student populations (not just physics majors). Unlike broad college student populations, for our sample of female physics undergraduates, interest did not have a direct effect on physics identity while sense of belonging was significant only for senior year students. These results exemplify the importance of examining context or different types of student experiences when studying disciplinary identity development rather than generalizing previous frameworks to all contexts.

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Section: Discussionmentioning

confidence: 99%

The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates

et al. 2020

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“…When planning OCSE activities, care must be taken to ensure that students, particularly women, are recognized as physics people. Based on the forms that recognition takes in high school classrooms [25], recognizing students in programmed OCSE activities translates to ensuring that activities are not only fun and engaging but also provide challenge. Students need to be provided with sufficient guiding support in these activities.…”

Section: Discussionmentioning

confidence: 99%

“…Although the meanings of interest and performance/ competence are relatively straightforward, the meaning of being a physics person varies between individuals as do the actions that can cause individuals to perceive others as seeing them as a physics person [25]. According to a case study of high school physics classrooms, forms of recognition have been found to include setting high expectations and giving challenging assignments while at the same time providing students with the necessary support to meet those expectations and challenges [25]. Another form of recognition has been found to create a classroom environment that provides opportunities for students to take on leadership roles and demonstrate their expertise [10,25].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…According to a case study of high school physics classrooms, forms of recognition have been found to include setting high expectations and giving challenging assignments while at the same time providing students with the necessary support to meet those expectations and challenges [25]. Another form of recognition has been found to create a classroom environment that provides opportunities for students to take on leadership roles and demonstrate their expertise [10,25]. Finally, teachers demonstrating to students that they care and that they are willing to invest time in their students is a way of showing that they believe that their students can do difficult work [25].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Another form of recognition has been found to create a classroom environment that provides opportunities for students to take on leadership roles and demonstrate their expertise [10,25]. Finally, teachers demonstrating to students that they care and that they are willing to invest time in their students is a way of showing that they believe that their students can do difficult work [25].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Impact of out-of-class science and engineering activities on physics identity and career intentions

Lock

Hazari

Potvin

2019

Phys. Rev. Phys. Educ. Res.

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The number of physics bachelor's degrees that are awarded in the United States annually is small compared to most other science, technology, engineering, and mathematics fields, and only about one-fifth of these degrees are awarded to women. Understanding the influence of students' science and engineering experiences on career choices is critical in order to improve future efforts to increase the number of physics majors and the participation of women. In this work, we use a physics identity framework to examine the impact of out-of-class science and engineering activities on three identity dimensions and the relationship between these dimensions and physics career choice. Through structural equation modeling of survey data from 5541 college students, we find that out-of-class science and engineering activities have the largest influence on physics performance/competence beliefs, but the association of performance/competence beliefs to overall physics identity and physics career choice is primarily mediated through recognition beliefs and physics interests. Furthermore, out-of-class science and engineering activities have a larger effect on recognition beliefs for men than for women, which is a challenging finding in light of the fact that recognition beliefs are the most influential identity dimension for women. The results of this work begin to highlight the need for out-of-class science and engineering activities that focus on not only enhancing students' performance/competence beliefs but also students' interests, particularly those students not previously interested, and women's recognition beliefs with respect to physics.

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Analysis of social media forums to elicit narratives of graduate engineering student attrition

Berdanier

Whitehair²,

Kirn

et al. 2019

J of Engineering Edu

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BackgroundGraduate engineering student attrition is prevalent, but most literature that studies graduate attrition is accomplished in disciplines outside of STEM or engineering, yielding an incomplete understanding of either attrition or persistence.Purpose/HypothesisThe purpose of this article is to investigate the relationships between motivators of attrition for engineering graduate students.Design/MethodData were collected using an online Web‐scraping “bot” that mines data from the online forum Reddit. The anonymous textual forum threads collected were qualitatively analyzed through open‐coding methods.ResultsThe emergent themes reveal the interconnectedness between the roles of the advisor, student perception of cost, their support network, goals, their perceptions of how others perceive them, and quality of life and work. Our model is flexible in that it illuminates underlying combinations of factors that can influence student attrition.ConclusionThis study provides a framework by which various stakeholders can approach the support and education of graduate students, including mentoring students both toward or away from graduate school per the student's goals.

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Towards Meaningful Physics Recognition: What does this recognition actually look like?

Cited by 47 publications

References 8 publications

The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates

The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates

Impact of out-of-class science and engineering activities on physics identity and career intentions

Analysis of social media forums to elicit narratives of graduate engineering student attrition

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