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Students' beliefs about the extent to which meaningful others, includingtheir peers, recognize them as a strong science student are correlated withtheir persistence in science courses and careers. Yet, prior work has found agender bias in peer recognition, in which student nominations of strong peersdisproportionately favor men over women, in some instructional contexts.Researchers have hypothesized that such a gender bias diminishes over time, asdetermined by students' academic year: studies have found a gender bias inscience courses aimed at first-year students, but not in science courses aimedat beyond first-year students. This hypothesis that patterns of peerrecognition change over time, however, has yet to be tested with longitudinaldata--previous studies only examine snapshots of different students indifferent science courses. In this study, we isolate the effect of time on peerrecognition by analyzing student nominations of strong peers across atwo-semester introductory physics course sequence, containing the same set ofstudents and the same instructor in both semesters, at a mostly-womeninstitution. Using a combination of social network analysis and qualitativemethods, we find that while many students receive similar levels of peerrecognition over time, the four most highly nominated students--the recognitioncelebrities--exhibit some change between semesters even in this highlycontrolled setting. Furthermore, we observe that these changes in thecelebrities track closely with changes in student outspokenness and that beingoutspoken is likely more important for gaining recognition than earning a highgrade in the class. These findings lend support to prior work's hypothesis thatpeer recognition changes over time, but also challenge the generalizability ofprevious results (i.e., that patterns of recognition are related to students'academic year).

Investigating peer recognition across an introductory physics sequence: Do first impressions last?