The Importance of High School Physics Teachers for Female Students’ Physics Identity and Persistence

• Zahra Hazari ^[1] ; Eric Brewe ^[2] ; Renee Michelle Goertzen ^[3] ; Theodore Hodapp ^[3]
  1. [1] Florida International University

     Florida International University

     Estados Unidos

     
  2. [2] Drexel University

     Drexel University

     City of Philadelphia, Estados Unidos

     
  3. [3] University of Maryland, College Park

     University of Maryland, College Park

     Estados Unidos

     

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• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 55, Nº. 2, 2017, págs. 96-99
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Given the historic and continued underrepresentation of women in physics, it is important to understand the role that high school physics might play in attracting female students to physics careers. Drawing on data from over 900 female undergraduates in physics, we examine when these women became interested in physics careers and different sources of recognition (important for physics identity development) that may have affected their choices at certain time points. The results provide optimism since many of these female students, even those not previously intending science careers, began to intend physics careers in high school and recognition from high school physics teachers had a significant effect on predicting these intentions.