物理入门课程学生对优秀同伴的认可：性别与种族/民族偏见因课程层次和情境而异
Introductory physics students' recognition of strong peers: Gender and racial/ethnic bias differ by course level and context
AI总结：
本文通过分析三门远程物理入门课程中的同伴提名数据，探究性别与种族/民族偏见在同伴认可中的表现，发现课程层次与教学情境（讲授或实验）对偏见模式有重要影响，为理解远程教学环境中的同伴认知形成提供了关键证据。
摘要：
研究人员已将来自他人的认可确定为学生在科学与工程领域身份认同中最重要的维度之一。然而，研究发现学生在认可同伴时存在性别偏见，且在各类科学与工程入门课程中表现模式并不一致。为探究这种差异的来源，我们考察了在三门不同的远程物理入门课程中，学生在提名优秀同伴时是否存在性别偏见；这三门课程的学生群体各不相同（在人口构成、专业和课程层次上均存在差异）。我们还独特地评估了可能存在的种族/民族偏见，并探究了教学情境（讲授式课堂还是实验课）与认可之间的关系。我们的部分结果重复了先前的研究发现（例如课程成绩和小班注册人数与提名之间的关联），而另一些结果则与此前研究相矛盾。将三门课程的结果与此前研究进行比较后发现，课程层次（学生是否为一年级学生或更高年级学生）可能比其他变量更能解释同伴认可中的性别偏见。令人意外的是，我们还发现了一些有利于来自科学领域历史上代表性不足背景的学生的种族/民族偏见实例。最后，我们发现当学生提名在讲授材料方面表现优秀的人与提名在实验材料方面表现优秀的人时，提名模式存在差异。本研究是确定哪些课程和情境中存在同伴认可偏见，以及学生在远程教学环境中如何形成对彼此认知的重要一步。
英文摘要：
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent patterns across introductory science and engineering courses. Toward finding the source of this variation, we examine whether a gender bias exists in students' nominations of strong peers across three different remote, introductory physics courses with varying student populations (varying demographics, majors, and course levels). We also uniquely evaluate possible racial/ethnic biases and probe the relationship between instructional context (whether lecture or laboratory) and recognition. Some of our results replicate previous findings (such as the the association of course grade and small class section enrollment with nominations), while others offer contradictions. Comparing across our three courses and the prior work, results suggest that course level (whether first-year students or beyond-first-year students) might be more associated with a gender bias in peer recognition than other variables. Surprisingly, we also find instances of racial/ethnic biases in favor of students from backgrounds historically underrepresented in science. Finally, we find that the nomination patterns differ when students nominate individuals strong in the lecture material versus laboratory material. This work serves as an important step in determining which courses and contexts exhibit biases in peer recognition, as well as how students' perceptions of one another form in remote teaching environments.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
