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Autor/inn/en | Archer, Louise; Moote, Julie; MacLeod, Emily |
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Titel | Learning That Physics Is 'Not for Me': Pedagogic Work and the Cultivation of Habitus among Advanced Level Physics Students |
Quelle | In: Journal of the Learning Sciences, 29 (2020) 3, S.347-384 (38 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Archer, Louise) ORCID (Moote, Julie) ORCID (MacLeod, Emily) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1050-8406 |
DOI | 10.1080/10508406.2019.1707679 |
Schlagwörter | Science Instruction; Physics; Foreign Countries; Advanced Courses; Females; Gender Bias; Masculinity; Social Bias; Identification (Psychology); Gender Issues; Ethnicity; Social Class; Secondary School Science; Cultural Capital; Social Capital; Academic Aspiration; Occupational Aspiration; STEM Education; Postsecondary Education; Intelligence; Misconceptions; Social Attitudes; Power Structure; United Kingdom (England) Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Ausland; Fortgeschrittenenunterricht; Weibliches Geschlecht; Geschlechterstereotyp; Männlichkeit; Geschlechterfrage; Ethnizität; Social classes; Soziale Klasse; Sozialkapital; Berufsneigung; Berufsziel; STEM; Post-secondary education; Tertiäre Bildung; Intelligenz; Klugheit; Missverständnis; Social attidude; Soziale Einstellung |
Abstract | Background: There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal interview data from 75 interviews conducted with fifteen students, tracked from age 10-18, who studied Advanced level physics in England. Findings: The paper discusses evidence of a physics habitus that was strongly aligned with notions of intelligence/cleverness and masculinity and identifies how young women were particularly disadvantaged by a popular notion of the "effortlessly clever physicist", which encouraged even highly interested and high attaining young women not to continue further with the subject. We identified three main forms of pedagogic work performed by school physics (attainment-based practices of debarring and gatekeeping; curriculum practices of deferring 'real' physics and physics 'lies'; and interpersonal reinforcement of doxa), which helped cultivate student habitus over time and produce inequitable patterns of participation Contribution: Analyses show that school physics contributes to reproducing inequitable (and low overall) patterns of participation. Implications are discussed for science education policy and practice to support more equitable participation. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |