Women in physics: A review

McCullough, Laura

doi:10.1119/1.1457312

Cited by 21 publications

(13 citation statements)

References 13 publications

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“…This female-friendly culture was echoed beyond just the loom model and has been suggested throughout the STEM education literature (Blickenstaff, 2005;Hill et al, 2010;McCullough, 2002). One interesting case study of gender diversity in physics was conducted at Grinnell College, where over half of their declared physics majors are women (Schneider, 2001).…”

Section: Research Goal Imentioning

confidence: 98%

Women's Persistence Into Graduate Astronomy Programs: The Roles of Support, Interest, and Capital

McCormick

Barthelemy

Henderson

2014

J Women Minor Scien Eng

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This study uses data from qualitative interviews with successful female graduate students in astronomy in order to explore female student success in undergraduate physics departments. The aspects include the role of faculty support through an undergraduate's education, the provision of engaging introductory courses, the importance of community among students, and more. However, the results ations also need to be addressed.

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Section: Research Goal Imentioning

confidence: 98%

Women's Persistence Into Graduate Astronomy Programs: The Roles of Support, Interest, and Capital

McCormick

Barthelemy

Henderson

2014

J Women Minor Scien Eng

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“…Ong reported that perceived scientific competence for women in physics has often been based upon physical characteristics such as content of speech, style of clothing and hair, and air of confidence [48]. Stereotypes have contributed to the imbalanced gender composition of the field, which has made physics an undesirable choice for some women [59].…”

Section: Negative Stereotypesmentioning

confidence: 99%

Social cognitive perspective of gender disparities in undergraduate physics

Kelly

2016

Phys. Rev. Phys. Educ. Res.

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This paper is part of the Focused Collection on Gender in Physics.] This article synthesizes sociopsychological theories and empirical research to establish a framework for exploring causal pathways and targeted interventions for the low representation of women in post-secondary physics. The rationale for this article is based upon disproportionate representation among undergraduate physics majors in the United States; women earned only 19.7% of physics undergraduate degrees in 2012. This disparity has been attributed to a variety of factors, including unwelcoming classroom atmospheres, low confidence and self-efficacy, and few female role models in physics academic communities. Recent empirical studies have suggested gender disparities in physics and related STEM fields may be more amenable to social cognitive interventions than previously thought. Social psychologists have found that women improved physics self-concept when adopting a malleable view of intelligence, when they received support and encouragement from family and teachers, and when they experienced interactive learning techniques in communal environments. By exploring research-based evidence for strategies to support women in physics, precollege and university faculty and administrators may apply social cognitive constructs to improve the representation of women in the field.

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“…In contrast, the physics pipeline leak begins much earlier and is more substantial. Despite the fact that women and men are nearly equally represented in high school physics classes (44% vs. 56%), the pipeline turns into a “gaping hole” when they reach college (McCullough, 2002). Women comprise only 21% of physics undergraduate degrees, 22% of master's degrees, and 16% of PhDs (Mulvey and Nicholson, 2008).…”

Section: Introductionmentioning

confidence: 99%