The impact of perceived recognition by physics instructors on women's self-efficacy and interest

TL;DR

This study explores how perceived recognition by physics instructors affects women's self-efficacy and interest in physics, highlighting the importance of positive validation for encouraging persistence in STEM.

Contribution

It provides qualitative insights into how instructor recognition influences women's self-efficacy and interest, emphasizing the need for better recognition practices in physics education.

Findings

Perceived recognition significantly impacts women's self-efficacy and interest.

Negative recognition can diminish women's confidence and persistence.

Positive recognition can enhance women's motivation and engagement.

Abstract

Students' self-efficacy, interest, and perceived recognition from others have been shown to be very important for the development of their identity in a given field, which is a critical predictor of students' career decisions. Prior research suggests that students' self-efficacy and interest play an important role in their performance and persistence in STEM fields. However, very little has been investigated about the role of perceived recognition and validation by instructors on students' self-efficacy and interest. Moreover, prior quantitative studies show that women often report a lower level of physics perceived recognition, self-efficacy and interest. In this study, we analyzed data from individual interviews with 38 female students to investigate their learning experiences in physics courses in order to obtain a qualitative understanding of the factors that shape their self-efficacy and interest. We find that female students' negative and positive perceived recognition from instructors and teaching assistants (TAs) greatly influenced their self-efficacy and interest and even impacted their desire to persist in STEM majors. We categorize different types of perceived recognition that women reported in our interviews and how they influenced them. For example, many women reported that they felt belittled for their questions or efforts in physics courses, which often negatively influenced their self-efficacy. These findings can help physics educators develop better ways to interact with students in order to provide positive recognition and validation, such as acknowledging students' efforts and questions, expressing faith in students' ability to excel, and being careful not to give unintended messages to students. Our research also suggests that it is important for instructors/TAs to note that it is not their intentions that matter but the impact they are having on their students.