Negotiating Intelligence, Nerdiness, and Status in Physics Master’s studies

Abstract

Motivated by widespread concerns for representation and equity in physics education, this study investigates negotiations of identity positions of master's students in physics. The goal is to explore how sociocultural features of physics can structure the possibilities for becoming a physicist. Interviews with international master's students in physics were analyzed focusing on perceived norms about physics and how students responded to and negotiated these in crafting a position as competent physicists-to-be. The results show how physics master's students from varying backgrounds have to negotiate stereotypes of intelligence and nerdiness, as well as an implicit ranking of physics specializations. The stereotype that physicists are intelligent and nerdy is further complicated in physics studies, as some specializations-the more pure and theoretical-are viewed as more intellectually demanding and are in this way accorded a higher status. Students on these specializations are simultaneously seen as more intelligent and more nerdy, while a perception that students who choose other subjects do this just because they are not good enough to do theoretical physics is perpetuated. These notions become significant in relation to western society's high regard of authentic intelligence and idolization of geniuses, ideas that can serve as powerful ideals in physics. This study gives novel insight about how well-known norms and stereotypes about physics come to matter in physics master's students' negotiations to become recognized as competent physicists.

The ideal philosophy student

“…Consequently, it became challenging to position oneself as having other interests, having doubts about the programme or finding the content irrelevant. This is similar to Johansson's descriptions of how acquiring recognition as a physics student not only requires conveying one's competence or intelligence, but also portraying the right kind of attachment (Johansson, 2018). Within philosophy, it was crucial to perform a similar sense of dedication in order to position oneself as an ideal student.…”

“…33, 2022 norms and worked out how she could navigate them to gain more recognition as a philosophy student. Based on research done within a physics programme Johansson (2018) argues that some students receive implicit affirmations of their position, and that they 'are recognized and recognize themselves as doing an appropriate and undeniably valued kind of physics and therefore do not need to negotiate their position as physicists as much as others' (Johansson, 2018(Johansson, , p. 2433. Similar dynamics are played out in the philosophy programme where female philosophy students, have to engage in more identity work (than their male peers) to be able to negotiate their position as philosophy students, and one way of doing this is by strategically changing the way they talk and act.…”

Stereotypes in the German Physics Olympiad - Hurdle or no Harm at all?

“…One common stereotype is that females do not have science talent. Especially in sciences that require a lot of mathematics such as physics, people endorse the opinion that success is built on talent (Deiglmayr et al, 2019; see also Archer et al, 2020;Johansson, 2020). This, however, results in a vicious cycle: Fewer women in a field are connected to higher beliefs in talent as the basis for success in this domain (Bailey et al, 2019).…”

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

“…Conforme destacado por Traxler e Blue (2020, p. 179), "gênero nunca é a história toda". Tais normas compreendem a demonstração de curiosidade e interesse genuínos pelo conteúdo da física, e ao mesmo tempo a expressão de traços de personalidade específicos -confiança exagerada, arrogância, inteligência, "nerdice"e uma crença compartilhada em um status hierárquico entre a física teórica e a física aplicada ou experimental (Bremer & Hughes, 2017;Johansson, 2018;Johansson et al, 2018). Complementando essa afirmação sobre o status hierárquico entre subáreas da física, mencionamos que um estudo relatou que, em um programa de licenciatura em física, os "professores de física" eram considerados como tendo um status inferior ao dos Vidor, Danielsson, Rezende, & Ostermann "físicos", ou mesmo não eram sequer considerados "físicos" (Larsson, 2019).…”