Session M8: The Role of Community in Recruiting and Retaining Women in Physics

A Sociocognitive Perspective of Women's Participation in Physics: Improving Accessibility throughout the Pipeline

Sociopsychological theories and empirical research provide a framework for exploring causal pathways and targeted interventions to increase the representation of women in post-secondary physics. Women earned only 19.7 percent of physics undergraduate degrees in 2012 (APS, 2015). This disparity has been attributed to a variety of factors, including chilly classroom climates, gender-based stereotypes, persistent self-doubt, and a lack of role models in physics departments. The theoretical framework for this research synthesis is based upon several psychological theories of sociocognitive behavior and is derived from three general constructs: 1) self-efficacy and self-concept; 2) expectancy value and planned behavior; and 3) motivation and self-determination. Recent studies have suggested that the gender discrepancy in physics participation may be alleviated by applying interventions derived from social cognitive research. These interventions include social and familial support, welcoming and collaborative classroom environments, critical feedback, and identification with a malleable view of intelligence. This research provides empirically supported mechanisms for university stakeholders to implement reforms that will increase women's participation in physics.   

Communities, Classrooms, and Peers: Examining How Local Contexts Shape Female Students' STEM Intentions

Despite being the focus of decades of research as well as interventions, gender inequality in representation in many STEM fields, including physics, engineering, and computer science remains. Recent research indicates that high school is a particularly important time point to investigate regarding the roots of inequality, as this is when many young women decide that they are not interested in pursuing degrees in these STEM fields. This presentation will focus on the role of local contexts, including communities, classrooms, and peers, in contributing to such decisions. Specifically, sociological theories suggest that role models and peers within young people's immediate environment can send both implicit and explicit messages that contradict larger social stereotypes, and promote perceptions and experiences of inclusion. Alternatively, adults and peers can endorse and behave in a manner consistent with stereotypes, leading to overtly exclusionary messages and actions. Utilizing data from a large urban district in the Southwest, as well as a national sample of high school students, this presentation will examine how such factors within local contexts can work in both positive and negative ways to shape girls' interests and expectations in STEM fields.   

Fitting in to Move Forward: How Belonging Affects Women in Physics

This talk will consider different factors that have been shown to negatively affect women in physics and other STEM fields by decreasing their subjective sense of belonging, fit, and acceptance. I will discuss recent studies documenting gender disparities in belonging and the negative effect this has on women's persistence. I will also consider the effects of gender composition within group problem-solving tasks on women's belonging, behavior, and perceived competency. Finally, I will discuss potential interventions and changes in classroom context that may serve to encourage women and members of other underrepresented groups.