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Students' self-efficacy, interest, and perceived recognition from others havebeen shown to be very important for the development of their identity in agiven field, which is a critical predictor of students' career decisions. Priorresearch suggests that students' self-efficacy and interest play an importantrole in their performance and persistence in STEM fields. However, very littlehas been investigated about the role of perceived recognition and validation byinstructors on students' self-efficacy and interest. Moreover, priorquantitative studies show that women often report a lower level of physicsperceived recognition, self-efficacy and interest. In this study, we analyzeddata from individual interviews with 38 female students to investigate theirlearning experiences in physics courses in order to obtain a qualitativeunderstanding of the factors that shape their self-efficacy and interest. Wefind that female students' negative and positive perceived recognition frominstructors and teaching assistants (TAs) greatly influenced theirself-efficacy and interest and even impacted their desire to persist in STEMmajors. We categorize different types of perceived recognition that womenreported in our interviews and how they influenced them. For example, manywomen reported that they felt belittled for their questions or efforts inphysics courses, which often negatively influenced their self-efficacy. Thesefindings can help physics educators develop better ways to interact withstudents in order to provide positive recognition and validation, such asacknowledging students' efforts and questions, expressing faith in students'ability to excel, and being careful not to give unintended messages tostudents. Our research also suggests that it is important for instructors/TAsto note that it is not their intentions that matter but the impact they arehaving on their students.

The impact of perceived recognition by physics instructors on women's self-efficacy and interest