English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

We discuss a study in a first year college introductory physics course forphysical science and engineering majors that shows that women, on average, feelless recognized by their physics instructors than men as students who can excelin physics. We also discuss how this lack of perceived positive recognitionpertaining to physics can adversely affect their self-efficacy and performancein the course. We recommend that physics instructors not be parsimonious intheir praise of students and make a conscious effort to positively recognizetheir students for their effort and progress whenever an opportunity arises.Interviews with female students suggest that instructors should be careful notto give unintended messages to students, e.g., by praising some students forbrilliance or intelligence as opposed to their effort because praising astudent for brilliance can convey to other students that they do not have whatis required to excel in physics. Interviews also suggest that when students askinstructors for help on physics problems, if instructors inadvertently labelthose problems as "easy", "trivial" or "obvious", it can also make studentsfeel disparaged. The perception of being belittled by these kinds of unintendedcomments by instructors as well as a lack of positive recognition for goodeffort and progress have the potential to most adversely impact students fromunderrepresented groups including women.

the physics teacher/the physics teacher

How perception of being recognized or not recognized by instructors as a  "physics person" impacts male and female students' self-efficacy and  performance