How perception of being recognized or not recognized by instructors as a "physics person" impacts male and female students' self-efficacy and performance

TL;DR

This study reveals that female students in introductory physics courses often feel less recognized by instructors, which negatively impacts their self-efficacy and performance, highlighting the importance of positive recognition and careful communication by instructors.

Contribution

It demonstrates the impact of perceived recognition on female students' self-efficacy and performance, offering practical recommendations for instructors to improve student outcomes.

Findings

Women feel less recognized by instructors than men.

Lack of positive recognition harms students' self-efficacy.

Instructors' comments can unintentionally discourage students.

Abstract

We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in physics. We also discuss how this lack of perceived positive recognition pertaining to physics can adversely affect their self-efficacy and performance in the course. We recommend that physics instructors not be parsimonious in their praise of students and make a conscious effort to positively recognize their students for their effort and progress whenever an opportunity arises. Interviews with female students suggest that instructors should be careful not to give unintended messages to students, e.g., by praising some students for brilliance or intelligence as opposed to their effort because praising a student for brilliance can convey to other students that they do not have what is required to excel in physics. Interviews also suggest that when students ask instructors for help on physics problems, if instructors inadvertently label those problems as "easy", "trivial" or "obvious", it can also make students feel disparaged. The perception of being belittled by these kinds of unintended comments by instructors as well as a lack of positive recognition for good effort and progress have the potential to most adversely impact students from underrepresented groups including women.