How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance

Abstract

We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in physics. We also discuss how this lack of perceived positive recognition pertaining to physics can adversely affect their self-efficacy and performance in the course. We recommend that physics instructors not be parsimonious in their praise of students and make a conscious effort to positively recognize their students for their effort and progress whenever an opportunity arises. Interviews with female students suggest that instructors should be careful not to give unintended messages to students, e.g., by praising some students for brilliance or intelligence as opposed to their effort because praising a student for brilliance can convey to other students that they do not have what is required to excel in physics. Interviews also suggest that when students ask instructors for help on physics problems, if instructors inadvertently label those problems as "easy", "trivial" or "obvious", it can also make students feel disparaged. The perception of being belittled by these kinds of unintended comments by instructors as well as a lack of positive recognition for good effort and progress have the potential to most adversely impact students from underrepresented groups including women.

How inclusiveness of learning environment predicts female and male students� physics grades and motivational beliefs in introductory physics courses

“…Prior studies have shown that women are often underrepresented in many science, technology, engineering, and mathematics (STEM) courses and disciplines [1][2][3][4][5][6][7][8][9]. In addition, several studies have also reported gender disparity in students' performance in some STEM disciplines [10][11][12][13]. Some prior research suggests that individuals' course enrollment and performance in STEM can be influenced by their motivational beliefs such as self-efficacy, interest and identity in that domain [1][2][3]5,7,9,[14][15][16][17][18][19][20].…”

Self-efficacy and perceived recognition by peers, instructors, and teaching assistants in physics predict bioscience majors’ science identity

“…One study found that science faculty members in biological and physical sciences exhibit biases against female students by rating male students significantly more competent even when the accomplishments of the hypothetical female and male students were identical [ 42 ]. Thus the science identity of women in college science courses can be negatively impacted by their lower perceived recognition by others [ 43 ].…”

Negative impacts of an unwelcoming physics environment on undergraduate women

“…Prior research shows that compared to men, women have lower perceived recognition as a "physics person" from peers and instructors [9][10][11][12][13], which can influence female students' decisions to leave the field [14]. In particular, if women believe that their instructors or peers do not see them as being capable of excelling in physics, it impacts their own beliefs about whether they can excel in physics [15]. Prior studies have also found that sense of belonging and self-efficacy in physics are closely intertwined [16].…”