Introductory physics students’ recognition of strong peers: Gender and racial or ethnic bias differ by course level and context

• Published in: Physical Review Physics Education Research Vol. 18; no. 2; pp. 020148 - 20167
• Main Authors: Sundstrom, Meagan, Heim, Ashley B., Park, Barum, Holmes, N. G.
• Format: Journal Article
• Language: English
• Published: College Park American Physical Society 01.12.2022
• Subjects: Bias; Calculus; Classroom Environment; Comparative Analysis; Context; Creative Teaching; Demographics; Disproportionate Representation; Distance Education; Educational Environment; Electromechanical Technology; Engineering Education; Ethnic Groups; Gender; Gender Bias; Gender Differences; Grades (Scholastic); Human bias; Introductory Courses; Laboratories; Laboratory Experiments; Lecture Method; Majors (Students); Mechanics (Physics); Nominations; Peer Relationship; Peers; Physics; Race; Racial Bias; Racism; Science Instruction; Self Concept; STEM Education; Student Attitudes; Students; New York

Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent patterns across introductory science and engineer...