Comparative analysis of female physicists in the physical sciences: Motivation and background variables
The majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2014-02-01
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| Series: | Physical Review Special Topics. Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevSTPER.10.010104 |
| _version_ | 1818406400966000640 |
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| author | Katherine P. Dabney Robert H. Tai |
| author_facet | Katherine P. Dabney Robert H. Tai |
| author_sort | Katherine P. Dabney |
| collection | DOAJ |
| description | The majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average, do females who select physics as compared to chemistry doctoral programs differ in their reported personal motivations and background factors prior to entering the field? This question is analyzed using variables from the Project Crossover Survey data set through a subset of female physical science doctoral students and scientists (n=1137). A logistic regression analysis and prototypical odds ratio uncover what differentiates women in the physical sciences based on their academic achievement and experiences ranging from high school through undergraduate education. Results indicate that females who have negative undergraduate chemistry experiences as well as higher grades and positive experiences in undergraduate physics are more likely to pursue a career in physics as opposed to chemistry. Conclusions suggest that a greater emphasis should be placed on the classroom experiences that are provided to females in gateway physics courses. Analyses show that women are not a single entity that should only be examined as a whole group or in comparison to men. Instead women can be compared to one another to see what influences their differences in educational experiences and career choice in STEM-based fields as well as other academic areas of study. |
| first_indexed | 2024-12-14T09:11:21Z |
| format | Article |
| id | doaj.art-36403b3f606e4f4b8473c0cbf2b63b87 |
| institution | Directory Open Access Journal |
| issn | 1554-9178 |
| language | English |
| last_indexed | 2024-12-14T09:11:21Z |
| publishDate | 2014-02-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Special Topics. Physics Education Research |
| spelling | doaj.art-36403b3f606e4f4b8473c0cbf2b63b872022-12-21T23:08:33ZengAmerican Physical SocietyPhysical Review Special Topics. Physics Education Research1554-91782014-02-0110101010410.1103/PhysRevSTPER.10.010104Comparative analysis of female physicists in the physical sciences: Motivation and background variablesKatherine P. DabneyRobert H. TaiThe majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average, do females who select physics as compared to chemistry doctoral programs differ in their reported personal motivations and background factors prior to entering the field? This question is analyzed using variables from the Project Crossover Survey data set through a subset of female physical science doctoral students and scientists (n=1137). A logistic regression analysis and prototypical odds ratio uncover what differentiates women in the physical sciences based on their academic achievement and experiences ranging from high school through undergraduate education. Results indicate that females who have negative undergraduate chemistry experiences as well as higher grades and positive experiences in undergraduate physics are more likely to pursue a career in physics as opposed to chemistry. Conclusions suggest that a greater emphasis should be placed on the classroom experiences that are provided to females in gateway physics courses. Analyses show that women are not a single entity that should only be examined as a whole group or in comparison to men. Instead women can be compared to one another to see what influences their differences in educational experiences and career choice in STEM-based fields as well as other academic areas of study.http://doi.org/10.1103/PhysRevSTPER.10.010104 |
| spellingShingle | Katherine P. Dabney Robert H. Tai Comparative analysis of female physicists in the physical sciences: Motivation and background variables Physical Review Special Topics. Physics Education Research |
| title | Comparative analysis of female physicists in the physical sciences: Motivation and background variables |
| title_full | Comparative analysis of female physicists in the physical sciences: Motivation and background variables |
| title_fullStr | Comparative analysis of female physicists in the physical sciences: Motivation and background variables |
| title_full_unstemmed | Comparative analysis of female physicists in the physical sciences: Motivation and background variables |
| title_short | Comparative analysis of female physicists in the physical sciences: Motivation and background variables |
| title_sort | comparative analysis of female physicists in the physical sciences motivation and background variables |
| url | http://doi.org/10.1103/PhysRevSTPER.10.010104 |
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