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Cited by 1,112Career Development and DiversityScience Education and PerceptionsEducation, Achievement, and Giftedness

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

Hazari, Zahra, Sonnert, Gerhard, Sadler, Philip M., Shanahan, Marie‐Claire·2010·Journal of Research in Science Teaching
DOI 10.1002/tea.20363
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Abstract

This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐…

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Crossref · 10.1002/tea.20363

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  • Munfaridah et al. (2022) combined Carlone and Johnson's (2007) model of identity, which includes competence, performance and recognition, with Hazari et al.'s (2010) disciplinary-based identity framework.

    “For example, Munfaridah et al. (2022) combined Carlone andJohnson's (2007) model of identity, which includes competence, performance and recognition, with Hazari et al.'s (2010) disciplinary-based identity framework.”

    From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as Hazari et al.'s (2010)

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Authors
Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M.
Affiliations
  • Clemson University (US)
  • Harvard University (US)
  • University of Alberta (CA)
Corresponding author
Hazari, Zahra
ORCID
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2010-02-05
Volume
47
Issue
8
Pages
978-1003
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.20363
OpenAlex
W2053173693
Cited by
1,112
References
7
Citations by year
2026: 127 · 2025: 95 · 2024: 158 · 2023: 92 · 2022: 98 · 2021: 84 · 2020: 118 · 2019: 100 · 2018: 58 · 2017: 34 · 2016: 33 · 2015: 28 · 2014: 29 · 2013: 29 · 2012: 17
FWCI
48.49
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Journal of Research in Science Teaching (publishedVersion)
Topics
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
physics identity, high school physics, career outcome expectations, gender differences, conceptual understanding, women in science, attitudes toward science, English students

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