Learning That Physics Is 'Not for Me': Pedagogic Work and the Cultivation of Habitus among Advanced Level Physics Students

Autor/inn/en	Archer, Louise; Moote, Julie; MacLeod, Emily
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01