标题： 成为物理学家：主要教育转型点影响女性的物理自我效能感和归属感 显示英文标题

标题： Becoming a physicist: Major educational transition points impact women's physics self-efficacy and sense of belonging

摘要： 在本次研究中，我们分析了六名在美国一所大型公立研究型大学就读的女性本科物理专业学生的个别访谈，以了解她们在不同转型阶段成为物理学家的过程。 遵循立场理论、施洛斯伯格的转型理论以及权力领域框架，我们的分析重点是这些女性在进入大学之前如何最初产生对物理学的兴趣，以及大学中的重要转型点如何影响她们的物理自我效能感和归属感。 我们发现，从高中到大学入门课程，再到物理专业的转型是女性面临新挑战的瓶颈。 我们的研究结果表明，尽管女性以多种独特而有趣的方式发展出对物理学的初步兴趣，但她们往往沿着一条损害其物理自我效能感和归属感的相似轨迹发展。 最后，尽管我们关注的是迄今为止坚持攻读物理学位的女性，但她们的叙述指出了一种不支持的物理文化，这可能会使其他女性和来自边缘化群体的学生离开这个学科。 显示英文摘要

摘要： In this investigation, we analyzed individual interviews with six female undergraduate physics majors at a large, public, research university in the US to understand their progression at different transition points to becoming physicists. Following the frameworks of standpoint theory, Schlossberg's transition theory, and domains of power, we focused our analysis on how these women initially developed an interest in physics before coming to college and how important transition points in college impacted their physics self-efficacy and sense of belonging. We find that the transitions from high school to college introductory courses and then into the physics major were bottlenecks at which women faced new challenges. Our findings suggest that although women develop initial fascinations with physics in a myriad of unique and interesting ways, they tend to follow a similar trajectory that harms their physics self-efficacy and sense of belonging over time. Finally, although we focused on women who had persisted in pursuing a physics degree thus far, their accounts point to an unsupportive physics culture that could drive other women and students from marginalized demographic groups out of the discipline.