Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study.

By Zahra Hazari, Gerhard Sonnert, Philip M. Sadler, Marie‐Claire Shanahan. 2010

1,015 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/a606cf6da3e7b7eab711ab7ebc2a0d04b32bf5f4

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In Experimental and Cognitive Psychology

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Citations in the corpus

Gender study on the relationships between science interest and future career perspectives (2018, background): “Findings from this current study do not support previous research that indicated a negative relationship between personal time and science identity (Hazari et al., 2010).”
Identity‐based motivation: Connections between first‐year students' engineering role identities and future‐time perspectives (2020, background): “In understanding how students take on the role of an engineer as central to their self, identity has been understood through three complementary dimensions: interest in the subject, perceived recognition by others, and performance/competence beliefs (Carlone & Johnson, 2007; Godwin et al., 2016; Haz”
Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice (2016, methodology): “…has been previously framed, we chose to measure physics and math identities to predict engineering career choice in college (Cass, Hazari, Cribbs, Sadler, & Sonnert, 2011; Cribbs, Hazari, Sadler, & Sonnert, 2012; Hazari et al., 2010; Potvin, Beattie, & Paige, 2011; Potvin, Paige, & Beattie, 2012).”
The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “…1997; Subramaniam et al. 2012) or indicated (Basu et al. 2009; Black et al. 2010; Brickhouse et al. 2000; Cobb et al. 2009; Freire et al. 2009; Hazari et al. 2010; Mittendorff et al. 2008; Mortimer et al. 2010; Polman and Miller 2010; Skerrett 2012; Tan and Calabrese Barton 2007; Thompson…”
Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities (2017, background): “Although, again, some conflicting evidence exists (Hazari et al., 2010; Micari et al., 2007; Pollock, Finkelstein, & Kost, 2007), women have often been shown to benefit from small-group work and small course sizes more than men (A. Johnson, 2007; Kokkelenberg, Dillon, & Christy, 2008; Lorenzo,…”
Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, result): “Outside of the school context, our findings are in alignment with other research (Archer et al., 2012; Gilmartin et al., 2006; Hazari et al., 2010) pointing to the importance of the family context for fostering and supporting children’s aspirations in science.”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, neutral): “In high school physics courses, girls spend more time reading the textbook and working on daily homework, whereas boys spend more time on physics-related projects and attempts to understand concepts (Hazari et al., 2010).”