Negative impacts of an unwelcoming physics environment on undergraduate women

Santana, Lisabeth M.; Singh, Chandralekha

doi:10.1119/perc.2021.pr.santana

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…We note that Models 2 and 3, in which perceived recognition is predicted by self-efficacy and interest, are not supported by our prior interview findings Li & Singh, 2023) showing that perceived recognition may be an important driver of the other two constructs. Our interviews show that women were less likely than men to feel positively recognized by physics instructors/TAs, and this lack of recognition or discouraging feedback from instructors/TAs deteriorated their self-efficacy, and lowered perceived recognition and self-efficacy further lowered their interest Li et al, 2020;Santana & Singh, 2021). This experience made the female students wonder whether it was because their questions were not good or too easy, and thus they started doubting their ability to do well in their courses.…”

Section: Instructional Implications Of the Statistically Equivalent M...mentioning

confidence: 83%

“…In this study, we propose a SEM model in which perceived recognition predicts self-efficacy and interest, and self-efficacy predicts interest. This model draws inspiration from our previous qualitative research (Doucette, Clark & Singh, 2020;Li & Singh, 2023;Santana & Singh, 2021) and other researchers' studies (Bandura, 1994;Hidi & Renninger, 2006). For example, prior research has shown that self-efficacy is influenced by encouragement or discouragement related to one's performance or ability (Bandura, 1994).…”

Section: Physics Identity Frameworkmentioning

confidence: 97%

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Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Li,

Singh

2023

IJISME

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Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. Using a SEM model involves a crucial step of considering statistically equivalent models and contemplating why the proposed model should not be rejected in favor of equivalent ones. However, many studies using SEM did not explicitly discuss this step. In this study, we use physics identity model as an example to demonstrate how multiple statistically equivalent models have distinct instructional implications. Previous research has indicated that physics identity comprises three dimensions: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. Here, we discuss how our proposed model with perceived recognition predicting self-efficacy and interest is supported by prior studies involving individual student interviews and how intervention studies can further determine a more accurate causal model. Our study highlights the importance of considering statistically equivalent models when using SEM as an analysis tool.

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Section: Instructional Implications Of the Statistically Equivalent M...mentioning

confidence: 83%

Section: Physics Identity Frameworkmentioning

confidence: 97%

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Li,

Singh

2023

IJISME

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“…Recent studies by Santana and Singh suggest that students from underrepresented groups often experience a lack of sense of belonging within physics [11]. In a previous study, the authors suggested that due to the hostile environment created by male peers in physics, it is critical for women to create a community amongst themselves and have resources readily available to support this [12]. Though both studies underscore how underrepresented populations feel unwelcome in physics, they did not investigate how these experiences af-fected students' decisions to stay in or leave physics.…”

Section: Introductionmentioning

confidence: 99%

Defiance in the face of adversity: a qualitative study of women's attrition from and persistence in physics

Strain,

Shepherd,

Burkholder

2023

2023 Physics Education Research Conference Proceedings

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Women continue to be underrepresented in physics despite recent developments focusing on improving representation and equity within the discipline. Several recent papers have investigated the experiences of both white women and women of color within the discipline to understand the issues that most often affect them, and how those issues intersect. What has been less clear from previous research is how these factors contribute to women's decision to stay in physics or leave for another discipline. Much of the literature on persistence has focused on leaving STEM majors for non-STEM majors, but this does not include the possibility of a woman leaving physics for another STEM discipline. In this study, we used a social constructivist lens to investigate the experiences of 5 women in physics at a large research university. We focused specifically on how the women's experiences contributed to their decision to stay in physics (some even chose to pursue a Ph.D.) or leave physics for another STEM discipline. We find that lack of support, poor treatment by male peers and professors, and interest in physics are all major factors in these women's decision-making process, but that lack of support was most prominent in the decision to leave physics. This provides interesting counter-narratives of women defying adversity in pursuit of their deep interests in physics but also highlights the need for structural changes and action by male physicists to better support women.

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“…Part of this disproportionately low representation is attributed to a "cold" and unwelcoming climate within physics departments towards women and students of color [5][6][7]. Prior research indicates this is partly due to their white male peers' and instructors' attitudes, as well as an unawareness within the culture of physics toward the differential experiences that marginalized groups face [8][9]. Additional contributions to the lack of women and students of color in physics come from dissimilar pre-college experiences.…”

Section: Introductionmentioning

confidence: 99%

Investigating underrepresented students� choice of a physics major

Piatek-Jimenez¹,

Keblbeck²,

Medina³

2022

2022 Physics Education Research Conference Proceedings

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It is well documented that there is little diversity within physics at the undergraduate level in the United States, and this problem is amplified in graduate school and the workforce. The cause of this underrepresentation of women and people of color in physics is reported to be partially due to a "cold" and unwelcoming climate within physics departments and differential pre-college experiences. Our larger research project aims to investigate undergraduate physics students' experiences, to better understand the factors leading to the selection and retention of a physics major, and how these experiences may differ by the intersectionality of one's social identities. To achieve this goal, we conducted a series of in-depth interviews with physics majors at one university to learn more about their pre-college and college experiences regarding physics and astronomy. In this paper, we report a subset of our findings. In particular, we share our preliminary results on the data collected from our nine participants with identities underrepresented in the discipline of physics with regards to their selection of a physics major. Our findings reveal both internal and external motivators for selecting a major in physics and suggest that many of the pre-college obstacles they faced relate to their underrepresented identities.

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Negative impacts of an unwelcoming physics environment on undergraduate women

Cited by 7 publications

References 24 publications

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Considering Statistically Equivalent Models when using Structural Equation Modeling: an Example from Physics Identity

Defiance in the face of adversity: a qualitative study of women's attrition from and persistence in physics

Investigating underrepresented students� choice of a physics major

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