What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Autores

DOI:

https://doi.org/10.28976/1984-2686rbpec2020u11331168

Palavras-chave:

gender, physics education research, problem representations, poststructuralist analysis, systematic literature review

Resumo

This work offers a systematic literature review of Brazilian and international research on gender in physics and physics education published over the last decade (2010–2019). We draw on a poststructuralist analytical approach to discuss assumptions about gender and forms of problematization of gender inequalities in physics, referred as problem representations, underlying one hundred and thirty studies. Results show that most studies (76.9%) assume a binary gender model that restricts “gender” to sex-specific issues related to female individuals. The “problem” is represented as the low number of women pursuing careers related to physics. The implied solution is to attract girls to physics and retain female academics in their careers. Around 22.3% of studies assume that “gender” is a relational construct that constitutes power relations between individuals, who may or may not conform to hetero-cis-normative social expectations. The “problem” is represented as the reproduction of gender discourses and stereotypes within and about the cultures of physics and physics education. Only one study assume “gender” as one of several axes of a complex and dynamic power system that constrains knowledge production in physics, then representing the “problem” as a matter of how theories and practices are perpetuated in the field. We conclude that a call for more gender diversity in physics and physics education should not only address hetero-cis-normative conceptions of gender, but should also challenge strict and specific cultural, social and epistemological norms within the physics community.

Downloads

Não há dados estatísticos.

Referências

Abraham, J., & Barker, K. (2018). Motivation and Engagement with Physics: A Comparative Study of Females in Single-Sex and Co-educational Classrooms. Research in Science Education, 1–16. https://doi.org/10.1007/s11165-018-9770-3

Aggeliki, A., Miltiades, K., Antigoni-Elisavet, R., Evangelia, P., & Loizos, Z. (2017). Correlation of understanding of physics and psychological symptoms among high-school students in Greece. Physics Education, 52(5), 055004. https://doi.org/10.1088/1361-6552/aa76f3

Andersson, S., & Johansson, A. (2016). Gender gap or program gap? Students’ negotiations of study practice in a course in electromagnetism. Physical Review Physics Education Research, 12(2), 020112. https://doi.org/10.1103/PhysRevPhysEducRes.12.020112

Angeles, L., Mitsuhashi, F., Nasu, M., Suzuki, Y., Adolfssen, J. S., Bryant, H. N., … Tomas, R. (2010). Reducing the gender achievement gap in college science: a classroom study of values affirmation. Science, 330(6008), 1234–1237. https://doi.org/10.1126/science.1195996

Areas, R., Barbosa, M. C., & Santana, A. E. (2019). Teorema de Emmy Nöther, 100 anos: Alegoria da misoginia em ciência [Emmy Nöther’s Theorem, 100 years: Allegory of the misoginy in science]. Revista Brasileira de Ensino de Física, 41(4), e20190017. https://doi.org/10.1590/1806-9126-RBEF-2019-0017

Aycock, L. M., Hazari, Z., Brewe, E., Clancy, K. B. H., Hodapp, T., & Goertzen, R. M. (2019). Sexual harassment reported by undergraduate female physicists. Physical Review Physics Education Research, 15, 010121. https://doi.org/10.1103/PhysRevPhysEducRes.15.010121

Bacchi, C. (2009). Analysing policy: What’s the problem represented to be? Pearson.

Bacchi, C. (2012). Strategic interventions and ontological politics: research as political practice. In A. Bletsas, & C. Beasley (Eds.), Engaging with Carol Bacchi: Strategic Interventions and Exchanges (pp. 141–156). University of Adelaide Press.

Bacchi, C., & Goodwin, S. (2016). Poststructural Policy Analysis: A guide to practice. Palgrave Macmillan US.

Barros, M. C. de. (2018). As mulheres do Harvard College Observatory: Henrietta Swan Leavitt - a mulher que descobriu como medir a distância da galáxias [Harvard College Observatory Women: Henrietta Swan Leavitt — the woman who discovered how to measure the distance of galaxies]. História Da Ciência e Ensino: Construindo Interfaces, 18(especial), 12–21. https://doi.org/10.23925/2178-2911.2018v18i1p12-21

Barthelemy, R., McCormick, M., & Henderson, C. (2015). Barriers Beyond Equity: An Exploratory Study of Women Graduate Students’ Career Pathways in Astronomy. International Journal of Gender, Science and Technology, 7(1), 57–73.

Barthelemy, R., McCormick, M., & Henderson, C. (2016). Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions. Physical Review Physics Education Research, 12(2), 020119. https://doi.org/10.1103/PhysRevPhysEducRes.12.020119

Barthelemy, R., Van Dusen, B., & Henderson, C. (2015). Physics education research: A research subfield of physics with gender parity. Physical Review Special Topics — Physics Education Research, 11(2), 020107. https://doi.org/10.1103/PhysRevSTPER.11.020107

Barton, A. C., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871–889. https://doi.org/10.1002/1098-2736(200010)37:8<871::AID-TEA7>3.0.CO;2-9

Blue, J., Traxler, A., & Cochran, G. (2019). Resource Letter: GP-1: Gender and Physics. American Journal of Physics, 87(8), 616–626. https://doi.org/10.1119/1.5114628

Bøe, M. V., Henriksen, E. K., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: Young people’s achievement-related choices in late-modern societies. Studies in Science Education, 47(1), 37–72. https://doi.org/10.1080/03057267.2011.549621

Bremer, M., & Hughes, R. M. (2017). How novices perceive the culture of physics. Journal of Women and Minorities in Science and Engineering, 23(2), 169–192. https://doi.org/10.1615/JWomenMinorScienEng.2017016953

Brewe, E., Sawtelle, V., Kramer, L. H., O’Brien, G. E., Rodriguez, I., & Pamelá, P. (2010). Toward equity through participation in Modeling Instruction in introductory university physics. Physical Review Special Topics — Physics Education Research, 6(1), 010106. https://doi.org/10.1103/PhysRevSTPER.6.010106

Buck, G. A., Mills, M., Wang, J., & Yin, X. (2014). Evaluating and exploring a professional conference for undergraduate women in physics. Journal of Women and Minorities in Science and Engineering, 20(4), 359–377. https://doi.org/10.1615/JWomenMinorScienEng.2014008011

Bug, A. (2003). Has Feminism Changed Physics? Signs: Journal of Women in Culture and Society, 28(3), 881–899. https://doi.org/10.1086/345323

Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. (L. J. Nicholson, Ed.). Routledge.

Butler, J. (2004). Undoing gender. Routledge.

Cahill, M. J., Hynes, K. M., Trousil, R., Brooks, L. A., McDaniel, M. A., Repice, M., … Frey, R. F. (2014). Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum. Physical Review Special Topics — Physics Education Research, 10(2), 020101. https://doi.org/10.1103/PhysRevSTPER.10.020101

Caliskan, S. (2017). Physics Anxiety of Pre-Service Teachers And Their Self-Efficacy Beliefs: Differences According to Gender and Physics Achievement. Journal of Baltic Science Education, 16(5), 678–693.

Caspi, A., Gorsky, P., Nitzani‐Hendel, R., Zacharia, Z., Rosenfeld, S., Berman, S., & Shildhouse, B. (2019). Ninth‐grade students’ perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines. Science Education, 1–30. https://doi.org/10.1002/sce.21524

Christidou, V., & Kouvatas, A. (2013). Visual self-images of scientists and science in Greece. Public Understanding of Science, 22(1), 91–109. https://doi.org/10.1177/0963662510397118

Cordeiro, M. D., & Peduzzi, L. O. D. Q. (2011). As Conferências Nobel de Marie e Pierre Curie: a gênese da radioatividade no ensino [Marie and Pierre Curie’s Nobel Lectures: the genesis of radioactivity in class]. Caderno Brasileiro de Ensino de Física, 27(3), 473–514. https://doi.org/10.5007/2175-7941.2010v27n3p473

Dabney, K. P., & Tai, R. H. (2013). Female physicist doctoral experiences. Physical Review Special Topics — Physics Education Research, 9(1), 010115. https://doi.org/10.1103/PhysRevSTPER.9.010115

Dabney, K. P., & Tai, R. H. (2014). Comparative analysis of female physicists in the physical sciences: Motivation and background variables. Physical Review Special Topics — Physics Education Research, 10(1), 010104. https://doi.org/10.1103/PhysRevSTPER.10.010104

Danielsson, A. T. (2012). Exploring woman university physics students “doing gender” and “doing physics.” Gender and Education, 24(1), 25–39. https://doi.org/10.1080/09540253.2011.565040

Dare, E. A., & Roehrig, G. H. (2016). “If I had to do it, then I would”: Understanding early middle school students’ perceptions of physics and physics-related careers by gender. Physical Review Physics Education Research, 12(2), 020117. https://doi.org/10.1103/PhysRevPhysEducRes.12.020117

Day, J., Stang, J. B., Holmes, N. G., Kumar, D., & Bonn, D. A. (2016). Gender gaps and gendered action in a first-year physics laboratory. Physical Review Physics Education Research, 12(2), 020104. https://doi.org/10.1103/PhysRevPhysEducRes.12.020104

Di, D., Ecklund, E. H., & Lewis, S. W. (2016). Women’s underrepresentation in academic physics in the people’s Republic of China. Journal of Women and Minorities in Science and Engineering, 22(4), 329–348. https://doi.org/10.1615/JWomenMinorScienEng.2016015719

Domelen, D. Van. (2010). Gender Effects of Computer Use in a Conceptual Physics Lab Course. The Physics Teacher, 48, 534–536. https://doi.org/10.1119/1.3502507

Dresch, A., Lacerda, D. P., & Antunes Jr., J. A. V. (2015). Design science research: A method for science and technology advancement. Springer.

Eaton, A. A., Saunders, J. F., Jacobson, R. K., & West, K. (2019). How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates. Sex Roles, 1–15. https://doi.org/10.1007/s11199-019-01052-w

Feltrin, R. B., Costa, J. O. P. da, & Velho, L. (2016). Mulheres sem fronteiras? Uma análise da participação das mulheres no Programa Ciência sem Fronteiras da Unicamp: motivações, desafios e impactos na trajetória profissional [Women without borders? A study on the participation of women in Unicamp’s ‘Science Without Borders’ Programme: Motivations, challenges and impacts on professional trajectory]. Cadernos Pagu, 48, e164804. https://doi.org/10.1590/18094449201600480004

Ferrari, N. C., Martell, R., Okido, D. H., Romazini, G., Barbosa, M. C., & Brito, C. (2018). Geographic and gender diversity in the Brazilian Academy of Sciences. Anais Da Academia Brasileira de Ciências, 90(2 suppl 1), 2543–2552. https://doi.org/10.1590/0001-3765201820170107

Filgueiras, C. A. L. (2001). History of science and its object of study: Confrontations amongst peripheral science, mainstream science and marginal science. Química Nova, 24(5), 709–712.

Foote, K., & Garg, R. (2015). A cross-cultural survey of female undergraduates’ aspirations for scientific study and careers. Revista Brasileira de Ensino de Física, 37(1), 1309. https://doi.org/10.1590/S1806-11173711670

Fox-Keller, E. (2006). Qual foi o impacto do feminismo na ciência? [What impact, if any, has feminism had on science?]. Cadernos Pagu, 27, 13–34. https://doi.org/10.1590/S0104-83332006000200003

Gok, T. (2014). Peer Instruction in the physics clasroom: Effects of gender difference on performance, conceptual learning, and problem solving. Journal of Baltic Science Education, 13(6), 776–788.

Goldhaber, M. H. (2016). Gertrude Scharff-Goldhaber, 1911–1998: Nuclear Physicist Against the Odds. Physics in Perspective, 18(2), 182–208. https://doi.org/10.1007/s00016-016-0181-4

Gonsalves, A. J. (2014). “Physics and the girly girl-there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics. Cultural Studies of Science Education, 9(2), 503–521. https://doi.org/10.1007/s11422-012-9447-6

Gonsalves, A. J., Danielsson, A. T., & Pettersson, H. (2016). Masculinities and experimental practices in physics: The view from three case studies. Physical Review Physics Education Research, 12(2), 1–15. https://doi.org/10.1103/PhysRevPhysEducRes.12.020120

Götschel, H. (2011). The entanglement of gender and physics: Human actors, work place cultures, and knowledge production. Science Studies, 24(1), 66–80.

Graves, A. L., Hoshino-Browne, E., & Lui, K. P. H. (2017). Swimming against the tide: Gender bias in the physics classrom. Journal of Women and Minorities in Science and Engineering, 23(1), 15–36. https://doi.org/10.1615/JWomenMinorScienEng.2017013584

Greene, J., Lewis, P., Richmond, G., & Stockard, J. (2011). Addressing gender equity in the physical sciences: Replications of a workshop designed to change the views of department chairs. Journal of Women and Minorities in Science and Engineering, 17(2), 97–109. https://doi.org/10.1615/JWomenMinorScienEng.2011002835

Guedes, M. de C., Azevedo, N., & Ferreira, L. O. (2015). A produtividade científica tem sexo? Um estudo sobre bolsistas de produtividade do CNPq [Is Scientific Production Sexed? A Study of Recipients of CNPq Productivity Scholarships]. Cadernos Pagu, 45, 367–399. https://doi.org/10.1590/18094449201500450367

Gülçiçek, Ç. (2019). Analysis of physics students’ problem solutions: Calculating the work done by a three-dimensional conservative force field. European Journal of Physics, 40(2), 025702. https://doi.org/10.1088/1361-6404/aaf661

Gunter, R., Spiczak, G., & Madsen, J. (2010). Cosmic collaboration in an undergraduate astrophysics laboratory. American Journal of Physics, 78(10), 1035–1047. https://doi.org/10.1119/1.3453247

Hall, S. (2013). Representation: Cultural Representations and Signifying Practices (Culture, Media and Identities). (S. Hall, J. Evans, & S. Nixon, Eds.) (2nd ed.). The Open University.

Haraway, D. (1995). Saberes localizados: A questão da ciência para o feminismo e o privilégio da perspectiva parcial [Situated knowledges: The science question in feminism and the privilege of partial perspective]. Cadernos Pagu, 5, 7–41.

Harding, S. (1998). Is science multicultural? Postcolonialisms, feminisms, and epistemologies. Indiana University Press.

Hasse, C. (2015). The material co-construction of hard science fiction and physics. Cultural Studies of Science Education, 10(4), 921–940. https://doi.org/10.1007/s11422-013-9547-y

Hazari, Z., Brewe, E., Goertzen, R. M., & Hodapp, T. (2017). The Importance of High School Physics Teachers for Female Students’ Physics Identity and Persistence. The Physics Teacher, 55(2), 96–99. https://doi.org/10.1119/1.4974122

Hazari, Z., & Cass, C. (2018). Towards Meaningful Physics Recognition: What does this recognition actually look like? The Physics Teacher, 56(7), 442–446. https://doi.org/10.1119/1.5055325

Hazari, Z., Potvin, G., Lock, R. M., Lung, F., Sonnert, G., & Sadler, P. M. (2013). Factors that affect the physical science career interest of female students: Testing five common hypotheses. Physical Review Special Topics – Physics Education Research, 9(2), 1–8. https://doi.org/10.1103/PhysRevSTPER.9.020115

Hirshfield, L. E. (2010). “She Won’t Make Me Feel Dumb”: Identity Threat in a Male-Dominated Discipline. International Journal of Gender, Science and Technology, 2(1), 6–24.

Hochberg, K., Kuhn, J., & Müller, A. (2018). Using Smartphones as Experimental Tools—Effects on Interest, Curiosity, and Learning in Physics Education. Journal of Science Education and Technology, 27(5), 385–403. https://doi.org/10.1007/s10956-018-9731-7

Hofer, S. I. (2015). Studying Gender Bias in Physics Grading: The role of teaching experience and country. International Journal of Science Education, 37, 2879–2905. https://doi.org/10.1080/09500693.2015.1114190

Horna, C., & Richards, A. J. (2018). Investigating Physics Self-Belief of Female African-American Students. The Physics Teacher, 56(7), 448–451. https://doi.org/10.1119/1.5055326

Hussénius, A. (2014). Science education for all, some or just a few? Feminist and gender perspectives on science education: A special issue. Cultural Studies of Science Education, 9(2), 255–262. https://doi.org/10.1007/s11422-013-9561-0

Incerti, T. G., & Casagrande, L. S. (2018). Elas fizeram parte da história da ciência e da tecnologia e são inventoras sim! [They have made (and are) part of the history of science and technology and are inventors!]. Cadernos de Gênero e Tecnologia, 11(37), 5–26. https://doi.org/10.3895/cgt.v11n37.7271

Ivie, R., White, S., & Chu, R. Y. (2016). Women’s and men’s career choices in astronomy and astrophysics. Physical Review Physics Education Research, 12(2), 020109. https://doi.org/10.1103/PhysRevPhysEducRes.12.020109

Johansson, A. (2018). Negotiating Intelligence, Nerdiness, and Status in Physics Master’s studies. Research in Science Education, 1–22. https://doi.org/10.1007/s11165-018-9786-8

Johansson, A., Andersson, S., Salminen-Karlsson, M., & Elmgren, M. (2018). “Shut up and calculate”: the available discursive positions in quantum physics courses. Cultural Studies of Science Education, 13, 205–226. https://doi.org/10.1007/s11422-016-9742-8

Johnson, A., Ong, M., Ko, L. T., Smith, J., & Hodari, A. (2017). Common Challenges Faced by Women of Color in Physics, and Actions Faculty Can Take to Minimize Those Challenges. The Physics Teacher, 55(6), 356–360. https://doi.org/10.1119/1.4999731

Karim, N. I., Maries, A., & Singh, C. (2018). Do evidence-based active-engagement courses reduce the gender gap in introductory physics? European Journal of Physics, 39(2), 025701. https://doi.org/10.1088/1361-6404/aa9689

Kaur, T., Blair, D., Moschilla, J., Stannard, W., & Zadnik, M. (2017). Teaching Einsteinian physics at schools: part 3, review of research outcomes. Physics Education, 52(6), 065014. https://doi.org/10.1088/1361-6552/aa83dd

Kaur, T., Blair, D., Stannard, W., Treagust, D., Venville, G., Zadnik, M., … Perks, D. (2018). Determining the Intelligibility of Einsteinian Concepts with Middle School Students. Research in Science Education, 1–28. https://doi.org/10.1007/s11165-018-9791-y Determining

Kelly, A. M. (2016). Social cognitive perspective of gender disparities in undergraduate physics. Physical Review Physics Education Research, 12(2), 020116. https://doi.org/10.1103/PhysRevPhysEducRes.12.020116

Ko, L. T., Kachchaf, R. R., Hodari, A. K., & Ong, M. (2014). Agency of women of color in physics and astronomy: strategies for persistence and success. Journal of Women and Minorities in Science and Engineering, 20(2), 171–195. https://doi.org/10.1615/JWomenMinorScienEng.2014008198

Koul, R., Lerdpornkulrat, T., & Poondej, C. (2016). Gender compatibility, math-gender stereotypes, and self-concepts in math and physics. Physical Review Physics Education Research, 12(2), 020115. https://doi.org/10.1103/PhysRevPhysEducRes.12.020115

Langfeldt, B., & Mischau, A. (2018). Change and Persistence of Gender Disparities in Academic Careers of Mathematicians and Physicists in Germany. International Journal of Gender, Science and Technology, 10(1), 147–170.

Larsson, J. (2019). Becoming a physics teacher: disciplinary discourses and the development of professional identity. Licenciate dissertation. Department of Physics and Astronomy, Physics Education Research, Uppsala University. Uppsala, Sweden.

Lewis, K. L., Stout, J. G., Pollock, S. J., Finkelstein, N. D., & Ito, T. A. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research, 12(2), 020110. https://doi.org/10.1103/PhysRevPhysEducRes.12.020110

Li, J., & Singh, C. (2017). Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism. European Journal of Physics, 38(2), 025702. https://doi.org/10.1088/1361-6404/38/2/025702

Lima, B. S. (2011). Quando o amor amarra: reflexões sobre as relações afetivas e a carreira científica [When love ties in: reflections on affective relationships and the scientific career]. Revista Gênero, 12(1), 9–21. https://doi.org/10.22409/rg.v12i1

Lima, B. S. (2013). O labirinto de cristal: as trajetórias das cientistas na Física [The glass labyrinth: the women scientific’s trajectories in Physics]. Revista Estudos Feministas, 21(3), 883–903. https://doi.org/10.1590/S0104-026X2013000300007

Lima, B. S., Braga, M. L. de S., & Tavares, I. (2015). Participação das mulheres nas ciências e tecnologias: entre espaços ocupados e lacunas [Participation of women in science and technology: between occupied spaces and gaps]. Revista Gênero, 16(1), 11–31. https://doi.org/10.22409/rg.v16i1.743

Lima, I. P. C. de. (2015). Lise Meitner e a fissão nuclear: uma visão não eurocêntrica da ciência [Lise Meitner and nuclear fission: a non-Eurocentric view of science]. Revista Gênero, 16(1), 51–65. https://doi.org/10.22409/rg.v16i1

Lima Jr, P., Ostermann, F., & Rezende, F. (2010). Liderança e gênero em um debate acadêmico entre graduandos em Física [Leadership and Gender in an academic debate amid Physics Undergraduate Students]. Revista Brasileira de Pesquisa Em Educação Em Ciências, 10(1), 1–16.

Lima Jr, P., Rezende, F., & Ostermann, F. (2011). Diferenças de gênero nas preferências disciplinares e profissionais de estudantes de nível médio: Relações com educação em ciências [Gender differences in high school student's preferences on subject matters and professional choices: Connections with science education]. Revista Ensaio: Pesquisa e Educação Em Ciências, 13(2), 119–134.

Lock, R. M., & Hazari, Z. (2016). Discussing underrepresentation as a means to facilitating female students’ physics identity development. Physical Review Physics Education Research, 12(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.12.020101

López-Corredoira, M. (2014). Non-standard models and the sociology of cosmology. Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics, 46, 86–96. https://doi.org/10.1016/j.shpsb.2013.11.005

Lucht, P. (2014). De-Gendering STEM – Lessons Learned from an Ethnographic Case Study of a Physics Laboratory. International Journal of Gender, Science and Technology, 8(1), 67–81.

Madsen, A., McKagan, S. B., & Sayre, E. C. (2013). Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap? Physical Review Special Topics — Physics Education Research, 9(2), 020121. https://doi.org/10.1103/PhysRevSTPER.9.020121

Maia Filho, A. M., & Silva, I. L. (2019a). A trajetória de Chien Shiung Wu e a sua contribuição à Física [The trajectory of Chien Shiung Wu and her contributions to Physics]. Caderno Brasileiro de Ensino de Física, 36(1), 135–157. https://doi.org/10.5007/2175-7941.2019v36n1p135

Maia Filho, A. M., & Silva, I. L. (2019b). O experimento WS de 1950 e as suas implicações para a segunda revolução da mecânica quântica [The WS experiment of 1950 and its implications for the second revolution of quantum mechanics]. Revista Brasileira de Ensino de Física, 41(2), e20180182. https://doi.org/10.1590/1806-9126-RBEF-2018-0182

Marchand, G. C., & Taasoobshirazi, G. (2013). Stereotype Threat and Women’s Performance in Physics. International Journal of Science Education, 35(18), 3050–3061. https://doi.org/10.1080/09500693.2012.683461

Marin, Y. A. O. (2019). Problematizando el discurso biológico sobre el cuerpo y género, y su influencia en las prácticas de enseñanza de la biología [Problematizing the Biological Discourse about the Body and Gender, and its Influence on the Teaching Practices of Biology]. Revista Estudos Feministas, 27(3), 1–10. https://doi.org/10.1590/1806-9584-2019V27N356283

Marshman, E. M., Kalender, Z. Y., Nokes-Malach, T., Schunn, C., & Singh, C. (2018). Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm? Physical Review Physics Education Research, 14(2), 020123. https://doi.org/10.1103/PhysRevPhysEducRes.14.020123

Martínez, A. J. G., Pitts, W., Robles, S. L. R. de, Brkich, K. L. M., Bustos, B. F., & Claeys, L. (2019). Discerning contextual complexities in STEM career pathways: insights from successful Latinas. Cultural Studies of Science Education, 14(4), 1079–1103. https://doi.org/10.1007/s11422-018-9900-2

McCormick, M., Barthelemy, R. S., & Henderson, C. (2014). Women’s persistence into graduate astronomy programs: the roles of support, interest, and capital. Journal of Women and Minorities in Science and Engineering, 20(4), 317–340. https://doi.org/10.1615/JWomenMinorScienEng.2014009829

Minella, L. S. (2017). No Trono da Ciência I: mulheres no Nobel da fisiologia ou medicina (1947–1988) [In the realm of science I: women Nobel Prize in physiology or medicine (1947–1988)]. Cadernos de Pesquisa, 47(163), 70–93. https://doi.org/10.1590/198053143817

Namatende-Sakwa, L. (2019). Networked texts: Discourse, power and gender neutrality in Ugandan physics textbooks. Gender and Education, 31(3), 362–376. https://doi.org/10.1080/09540253.2018.1543858

Nehmeh, G., & Kelly, A. M. (2018). Women physicists and sociocognitive considerations in career choice and persistence. Journal of Women and Minorities in Science and Engineering, 24(2), 95–119. https://doi.org/0.1615/JWomenMinorScienEng.2017019867

Nissen, J. M., & Shemwell, J. T. (2016). Gender, experience, and self-efficacy in introductory physics. Physical Review Physics Education Research, 12(2), 020105. https://doi.org/10.1103/PhysRevPhysEducRes.12.020105

Olaniyan, A. O., & Govender, N. (2018). Effectiveness of polya problem-solving and target-task collaborative learning approaches in electricity amongst high school physics students. Journal of Baltic Science Education, 17(5), 765–777.

Patrão, M. (2015). Uma pequena biografia de Emmy Noether. E-Boletim Da Física, 4(3), 1–3.

Pereira, Z. M., & Monteiro, S. (2015). Gênero e Sexualidade no Ensino de Ciências No Brasil: Análise Da Produção Científica Recente [Gender and sexuality in science education in Brazil: Analysis of scientific production]. Contexto & Educação, 30(95), 117–146. https://doi.org/10.21527/2179-1309.2015.95.117-146

Menezes, D. P. , Buss, K., A. Silvano, C., Nattrodt D’Avila, B., & Anteneodo, C. (2018). A física da UFSC em números: Evasão e gênero [Physics Courses of the Federal University of Santa Catarina: Evasion and gender]. Caderno Brasileiro de Ensino de Física, 35(1), 324–336. https://doi.org/10.5007/2175-7941.2018v35n1p324

Pettersson, H. (2018). Multiple masculinities and gendered research personas: Between experiments, career choice and family. International Journal of Gender, Science and Technology, 10(1), 108–129.

Potvin, G., & Hazari, Z. (2016). Student evaluations of physics teachers: on the stability and persistence of gender bias. Physical Review Physics Education Research, 12(2), 020107. https://doi.org/10.1103/PhysRevPhysEducRes.12.020107

Pyenson, L. (1985). Cultural imperialism and exact sciences, German Expansion Overseas 1900–1930. Peter Lang.

Ramos, R. C., & Tedeschi, S. P. (2015). A participação das mulheres na produção científica da UNESP, Campus de Rio Claro [The participation of women in the scientific production of UNESP, Campus of Rio Claro]. Caderno Espaço Feminino, 28(1), 140–151.

Reichenbach, C. Von, & Dragowski, A. (2017). Trayectorias internacionales y proyectos locales: Análisis de una disputa en la institucionalización de la física en Argentina (1909-1910). Revista Brasileira de História Da Ciência, 10(2), 186–200.

Reznik, G., Massarani, L. M., Ramalho, M., Malcher, M. A., Amorim, L., & Castelfranchi, Y. (2017). Como adolescentes apreendem a ciência e a profissão de cientista? [ How Teenagers Apprehend Science and the Scientist Profession?]. Revista Estudos Feministas, 25(2), 829–855. https://doi.org/10.1590/1806-9584.2017v25n2p829

Rodriguez, I., Potvin, G., & Kramer, L. H. (2016). How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major. Physical Review Physics Education Research, 12(2), 020118. https://doi.org/10.1103/PhysRevPhysEducRes.12.020118

Rosa, K., & Mensah, F. M. (2016). Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life. Physical Review Physics Education Research, 12(2), 020113. https://doi.org/10.1103/PhysRevPhysEducRes.12.020113

Rosa, K., & Silva, M. R. G. da. (2015). Feminismos e Ensino de Ciências: Análise de imagens de livros didáticos de Física [Feminisms and Science Teaching: Analysis of Physics textbook images]. Revista Gênero, 16(1), 83–104. https://doi.org/10.22409/rg.v16i1

Ryan, L. M. (2012). “ You must be very intelligent...?”: Gender and science subject uptake. International Journal of Gender, Science and Technology, 4(2), 167–190.

Sahin, M. (2014). The relationship between pre-service teachers’ physics anxiety and demographic variables. Journal of Baltic Science Education, 13(2), 201–215.

Saitovich, E. B., Funchal, R. Z., Barbosa, M. C., Pinho, S. T. R. de, & Santana, A. E. de. (2015). Mulheres na Física: Casos históricos, panoramas e perspectivas [Women in Physics: Historical cases, panoramas and perspectives]. Editora Livraria da Física.

Sannino, A., & Vainio, J. (2015). Gendered hegemony and its contradictions among Finnish university physicists. Gender and Education, 27(5), 505–522. https://doi.org/10.1080/09540253.2015.1045455

Santos, V. M. dos. (2016). Uma “perspectiva parcial” sobre ser mulher, cientista e nordestina no Brasil [A "partial perspective" about being a woman, scientist and northeastern in Brazil]. Revista Estudos Feministas, 24(3), 801–824. https://doi.org/10.1590/1806-9584-2016v24n3p801

Sax, L. J., Lehman, K. J., Barthelemy, R., & Lim, G. (2016). Women in physics: A comparison to science, technology, engineering, and math education over four decades. Physical Review Physics Education Research, 12(2), 020108. https://doi.org/10.1103/PhysRevPhysEducRes.12.020108

Schiebinger, L. (1987). The history and philosophy of women in science: A review essay. Signs, 12(2), 305–332.

Schiebinger, L. (1999). Has feminism changed science? Harvard University Press.

Schiebinger, L. (2007). Getting more women into science: knowledge issues. Harvard Journal of Law & Gender, 30, 365–378.

Scott, J. (1986). Gender: A useful category of historical analysis. The American Historical Review, 91(5), 1053–1075.

Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2017). Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School. Research in Science Education, 49, 1–26. https://doi.org/10.1007/s11165-017-9676-5

Silva, F. F. da, & Ribeiro, P. R. C. (2014). Trajetórias de mulheres na ciência: “ser cientista” e “ser mulher” [Paths of women in science: “being a scientist” and “being a woman”]. Ciência & Educação (Bauru), 20(2), 449–466. https://doi.org/10.1590/1516-73132014000200012

Sime, R. L. (2013). Marietta Blau: Pioneer of photographic nuclear emulsions and particle physics. Physics in Perspective, 15(1), 3–32. https://doi.org/10.1007/s00016-012-0097-6

Sinnes, A., & Løken, M. (2014). Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science. Cultural Studies of Science Education, 9(2), 343–364. https://doi.org/10.1007/s11422-012-9433-z

Souza, G. D. S., & Silva, B. V. C. (2016). Um estudo exploratório sobre a concepção do cientista e do seu local de trabalho por estudantes de física [An exploratory study about the design of scientist and his workplace by students of physics]. Ciência Em Tela, 9(2), 1–11.

Talves, K. (2016). Discursive self-positioning strategies of Estonian female scientists in terms of academic career and excellence. Women’s Studies International Forum, 54, 157–166. https://doi.org/10.1016/j.wsif.2015.06.007

Teixeira, A. B. M., & Freitas, M. A. (2015). Aspectos Acadêmicos e Profissionais sobre Mulheres Cientistas na Física e na Educação Física [ Academic and professional features about scientist women on physics and physical education]. Revista Ártemis, 20(2), 57–65. https://doi.org/10.15668/1807-8214/artemis.v20n2p57-65

Toma, R. B., & Villagrá, J. Á. M. (2019). Preferencia por contenidos científicos de física o de biología en Educación Primaria: un análisis clúster [Preference for physics or biology scientific content in Elementary Education: a cluster analysis]. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 16(1), 1104. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2019.v16.i1.1104

Traxler, A., & Blue, J. (2020). Disability in Physics: Learning from Binary Mistakes. In Physics Education and Gender: identity as an analytic lens (pp. 129–152). https://doi.org/10.1007/978-3-030-41933-2_8

Traxler, A., Cid, X. C., Blue, J., & Barthelemy, R. (2016). Enriching gender in physics education research: A binary past and a complex future. Physical Review Physics Education Research, 12(2), 1–15. https://doi.org/10.1103/PhysRevPhysEducRes.12.020114

UNESCO. (2017). Women in Science: Fact sheet no 43. http://uis.unesco.org/sites/default/files/documents/fs43-women-in-science-2017-en.pdf

Universidade de Brasilia. (2020). Meninas na Ciência. https://www.meninasnacienciaunb.com.br/

Universidade de Campinas. (2020). Meninas SuperCientistas. https://www.ime.unicamp.br/meninassupercientistas/

Universidade Federal do Rio de Janeiro. (2020). Meninas com Ciência. http://www.museunacional.ufrj.br/dgp/extensao_meninascomciencia.html

Universidade Federal do Rio Grande do Sul. (2020). Meninas na Ciência. https://www.ufrgs.br/meninasnaciencia/

Wang, J., Hazari, Z., Cass, C., & Lock, R. (2018). Episodic memories and the longitudinal impact of high school physics on female students’ physics identity. International Journal of Science Education, 40(13), 1543–1566. https://doi.org/10.1080/09500693.2018.1486522

Whitten, B. L. (2012). (Baby) steps toward feminist physics. Journal of Women and Minorities in Science and Engineering, 18(2), 115–134. https://doi.org/10.1615/JWomenMinorScienEng.2012003648

Worthen, M. G. F. (2016). Hetero-cis–normativity and the gendering of transphobia. International Journal of Transgenderism, 17(1), 31–57. https://doi.org/10.1080/15532739.2016.1149538

Zander, L., Wolter, I., Latsch, M., & Hannover, B. (2014). Qualified for teaching physics? How prospective teachers perceive teachers with a migration background – and how it’s really about “him” or “her.” International Journal of Gender, Science and Technology, 7(2), 255–279.

Downloads

Publicado

2020-11-05

Como Citar

Vidor, C. de B. ., Danielsson, A., Rezende, F., & Ostermann, F. (2020). What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review. Revista Brasileira De Pesquisa Em Educação Em Ciências, 20(u), 1133–1168. https://doi.org/10.28976/1984-2686rbpec2020u11331168

Edição

Seção

Artigos

Artigos mais lidos pelo mesmo(s) autor(es)

<< < 1 2