Zimbabwean Female Participation in Physics: The Influence of Context on Identity Formation

Autor/inn/en	Gudyanga, Anna; Adam, Kathija; Kurup, Raj
Titel	Zimbabwean Female Participation in Physics: The Influence of Context on Identity Formation
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 19 (2015) 2, S.172-184 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1050805
Schlagwörter	Foreign Countries; Identification (Psychology); Early Adolescents; Females; Physics; Science Instruction; Qualitative Research; Semi Structured Interviews; Family Influence; Student Attitudes; Peer Influence; Student Experience; Course Selection (Students); Social Influences; Cultural Influences; Sex Stereotypes; Gender Bias; Context Effect; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Schülerverhalten; Studienerfahrung; Course selection; Student; Students; Kurswahl; Sozialer Einfluss; Cultural influence; Kultureinfluss; Geschlechterstereotyp; Simbabwe
Abstract	The influence of context on identity formation amongst young adolescent females and their subsequent participation in physics as a subject at Advanced Level (A level) is the central focus of this study. A qualitative approach grounded in an interpretivist paradigm was used for the purpose of this study. Verbal descriptions of the scientist they drew and semi-structured interviews conducted with seven participating female A level students were collated to generate narratives. This paper reports on one aspect of the data generated from the narratives, which is related to context. A di-hybrid theoretical lens comprising Wenger's notion of communities of practice and Sfard and Prusak's notion of 'telling' identities or stories enabled a rich understanding of context and its influence on the perspectives of female students. Key findings show that home experiences, mental models of who a scientist is, attitudes of male peers in their classes, and their classroom experiences at Ordinary Level (O level) influenced participants' identity development and consequent participation in physics. In conclusion, it can be ascertained that the influence of context on identity is an important factor impacting female participation in physics that cannot be negated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01