同伴认可中谁以及什么得到认可
Who and what gets recognized in peer recognition
AI总结：
本研究利用社会网络分析探究物理课程同伴认可中的性别偏见，发现讲授课中偏见源于同性别互动提名，实验课中则与互动技能评价相关，揭示了不同教学情境下认可机制差异。
摘要：
先前的研究已经表明，来自他人的认可对学生参与物理学习、坚持学习以及职业意向具有重要的预测作用。然而，研究也发现同伴认可中存在性别偏见，即学生在物理课程中提名优秀同伴时，男性被提名的比例不成比例地高于女性。在本研究中，我们借鉴社会网络分析的方法，在两类课程——一门面向科学与工程专业（但不包括物理专业）学生的讲授课程，以及一门面向科学、工程和物理专业学生的独立实验课程——的两个开课轮次中，均发现了一致的性别偏见：男性在提名物理课程中的优秀学生时，不成比例地少提名女性。我们还发现，在讲授课程的一个开课轮次中，女性也不成比例地少提名男性，这与先前研究的预测相反。我们在先前工作的基础上进一步扩展，探究了与同伴认可中谁以及什么得到认可相关的两个数据来源：学生与同伴的互动（谁得到认可）以及学生对其优秀同伴提名的书面解释（什么得到认可）。结果表明，所观察到的同伴认可中的性别偏见性质在讲授课程和实验课程这两种教学情境之间存在差异。在讲授课程中，性别偏见与谁得到认可有关：男性和女性都更倾向于不成比例地过度提名与自己同性别且存在互动联系的学生为课程中的优秀学生。在实验课程中，性别偏见还与什么得到认可有关：男性提名男性的比例高于提名女性，是因为与互动相关的技能，例如乐于助人。这些发现揭示了学生形成对同伴认知的不同方式，并为我们理解同伴认可中性别偏见的性质增添了细微差别。
英文摘要：
Previous work has identified that recognition from others is an important predictor of students' participation, persistence, and career intentions in physics. However, research has also found a gender bias in peer recognition in which student nominations of strong peers in their physics course disproportionately favor men over women. In this study, we draw on methods from social network analysis and find a consistent gender bias in which men disproportionately under-nominate women as strong in their physics course in two offerings of both a lecture course (for science and engineering, but not physics, majors) and a distinct lab course (for science, engineering, and physics majors). We also find in one offering of the lecture course that women disproportionately under-nominate men, contrary to what previous research would predict. We expand on prior work by also probing two data sources related to who and what gets recognized in peer recognition: students' interactions with their peers (who gets recognized) and students' written explanations of their nominations of strong peers (what gets recognized). Results suggest that the nature of the observed gender bias in peer recognition varies between the instructional contexts of lecture and lab. In the lecture course, the gender bias is related to who gets recognized: both men and women disproportionately over-nominate their interaction ties to students of their same gender as strong in the course. In the lab course, the gender bias is also related to what gets recognized: men nominate men more than women because of skills related to interactions, such as being helpful. These findings illuminate the different ways in which students form perceptions of their peers and add nuance to our understanding of the nature of gender bias in peer recognition.
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