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Investigating Students' Self-Identified and Reflected Appraisal of Femininity, Masculinity, and Androgyny in Introductory Physics Courses

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Title: Investigating Students' Self-Identified and Reflected Appraisal of Femininity, Masculinity, and Androgyny in Introductory Physics Courses
Language: English
Authors: Yangqiuting Li (ORCID 0000-0002-6813-2726), Eric Burkholder
Source: Physical Review Physics Education Research. 2024 20(1).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Higher Education
Postsecondary Education
Descriptors: Introductory Courses, Physics, Student Attitudes, Femininity, Masculinity, Sexual Identity, Gender Differences, Self Concept, Sex Stereotypes, Gender Issues, Student Experience, College Students, Algebra, Calculus, Science Education, Engineering Education, Majors (Students)
DOI: 10.1103/PhysRevPhysEducRes.20.010110
ISSN: 2469-9896
Abstract: In the field of physics education research, numerous studies have been dedicated to investigating the relationship between gender identity and physics learning. However, these studies have predominantly employed binary gender measurement methods, which may limit the range of research questions that can be explored and impede the discovery of crucial insights. In this study, we adapted gradational measures from prior research to investigate students' self-identified femininity, masculinity, and androgyny, as well as their reflected appraisal of femininity, masculinity, and androgyny (i.e., perceptions of how others perceive them) in both algebra-based and calculus-based introductory physics courses. The use of gradational measures revealed significant variation in students' self-identified femininity, masculinity, and androgyny within the binary categories of women and men, providing new insights into gender dynamics in physics. We found that self-identified women in the calculus-based courses, where they are underrepresented, tend to perceive themselves as more masculine and less feminine than how they believe others perceive them. Similarly, students of color are also more likely than White students to perceive themselves as more masculine than they believe others perceive them. Using structural equation modeling, we found that students' gender stigma consciousness plays an important role in mediating the effects of identifying as women and students of color on the observed discrepancies. Additionally, we found that women also exhibit a tendency to perceive themselves as more androgynous than they believe others perceive them in both algebra-based and calculus-based physics courses, and this phenomenon is also related to gender stigma consciousness. Moreover, our analyses revealed that students in the calculus-based courses tend to have a higher level of gender stigma consciousness even after controlling for gender and race. Our findings underscore the potential of gradational gender measurements in deepening our understanding of gender-related issues in physics education, shedding light on the complex interplay between students' gender identity, perceptions from others, and their educational experiences in the field.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1420930
Database: ERIC
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  Data: Investigating Students' Self-Identified and Reflected Appraisal of Femininity, Masculinity, and Androgyny in Introductory Physics Courses
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 10.1103/PhysRevPhysEducRes.20.010110
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  Data: 2469-9896
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  Data: In the field of physics education research, numerous studies have been dedicated to investigating the relationship between gender identity and physics learning. However, these studies have predominantly employed binary gender measurement methods, which may limit the range of research questions that can be explored and impede the discovery of crucial insights. In this study, we adapted gradational measures from prior research to investigate students' self-identified femininity, masculinity, and androgyny, as well as their reflected appraisal of femininity, masculinity, and androgyny (i.e., perceptions of how others perceive them) in both algebra-based and calculus-based introductory physics courses. The use of gradational measures revealed significant variation in students' self-identified femininity, masculinity, and androgyny within the binary categories of women and men, providing new insights into gender dynamics in physics. We found that self-identified women in the calculus-based courses, where they are underrepresented, tend to perceive themselves as more masculine and less feminine than how they believe others perceive them. Similarly, students of color are also more likely than White students to perceive themselves as more masculine than they believe others perceive them. Using structural equation modeling, we found that students' gender stigma consciousness plays an important role in mediating the effects of identifying as women and students of color on the observed discrepancies. Additionally, we found that women also exhibit a tendency to perceive themselves as more androgynous than they believe others perceive them in both algebra-based and calculus-based physics courses, and this phenomenon is also related to gender stigma consciousness. Moreover, our analyses revealed that students in the calculus-based courses tend to have a higher level of gender stigma consciousness even after controlling for gender and race. Our findings underscore the potential of gradational gender measurements in deepening our understanding of gender-related issues in physics education, shedding light on the complex interplay between students' gender identity, perceptions from others, and their educational experiences in the field.
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        Value: 10.1103/PhysRevPhysEducRes.20.010110
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        PageCount: 22
    Subjects:
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Femininity
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      – SubjectFull: Masculinity
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      – SubjectFull: Sexual Identity
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      – SubjectFull: Gender Issues
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      – SubjectFull: Student Experience
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      – SubjectFull: College Students
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      – SubjectFull: Algebra
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      – SubjectFull: Calculus
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      – SubjectFull: Science Education
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      – TitleFull: Investigating Students' Self-Identified and Reflected Appraisal of Femininity, Masculinity, and Androgyny in Introductory Physics Courses
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