ABSTRACT

Background

There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal interview data from 75 interviews conducted with fifteen students, tracked from age 10-18, who studied Advanced level physics in England. Findings: The paper discusses evidence of a physics habitus that was strongly aligned with notions of intelligence/cleverness and masculinity and identifies how young women were particularly disadvantaged by a popular notion of the “effortlessly clever physicist”, which encouraged even highly interested and high attaining young women not to continue further with the subject. We identified three main forms of pedagogic work performed by school physics (attainment-based practices of debarring and gatekeeping; curriculum practices of deferring ‘real’ physics and physics ‘lies’; and interpersonal reinforcement of doxa), which helped cultivate student habitus over time and produce inequitable patterns of participation Contribution: Analyses show that school physics contributes to reproducing inequitable (and low overall) patterns of participation. Implications are discussed for science education policy and practice to support more equitable participation.

中文翻译：

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认识到物理不是“对我有用”：高级物理学生的教学工作和惯性的养成

摘要

背景

人们普遍同意，必须扩大和增加对义务后物理学的参与，特别是在妇女和代表性不足的社区中。本文有助于理解产生不平等参与的过程。方法：本文对来自15-18岁的15名年龄在10-18岁，在英国学习了高级物理学的学生进行的75次访谈进行了纵向访谈数据的布迪厄斯分析。发现：本文讨论了一种物理习性的证据，这种习性与智力/机敏和阳刚之气的观念高度吻合，并指出了年轻女性如何受到“轻松聪明的物理学家”的普遍观念的特别不利，这种观念鼓励甚至对高度兴趣和高学历的年轻人妇女不要继续讲这个话题。我们确定了学校物理完成的三种主要教学工作形式（基于成就的禁止和关门实践；推迟“真实”物理和物理“谎言”的课程实践；以及人际交往的doxa训练），这有助于逐步培养学生的习惯。并产生参与的不平等格局贡献：分析表明，学校物理有助于重塑不公平（且总体偏低）的参与模式。讨论了对科学教育政策和实践的含义，以支持更公平的参与。