导师制、职业概念化与领导力在培养女性物理学身份认同和归属感中的作用
Role of Mentorship, Career Conceptualization, and Leadership in Developing Women's Physics Identity and Belonging
AI总结：
本研究构建导师制、职业概念化与领导力影响物理学身份认同的模型，通过对美国两所高校15名本科生的调查及5人访谈，发现前两者分别支持社群融入、提升自信，后者与身份认同存在关联，为提升女性物理专业留存率提供参考。
摘要：
在美国，获得物理学学士学位的女性比例远低于男性，且女性退出该专业的比例更高。实现物理学领域的性别公平意味着女性的留存率需与男性持平，但这需要文化和支持结构的变革。强烈的归属感能带来更高的留存率，因此旨在提升物理学身份认同维度（兴趣、认可、表现和能力）的干预措施，总体上可能提升坚持度，并有差别地提高女性的留存率。我们提出了一个模型，其中导师制、对职业选择的理解（职业概念化）以及领导力是物理学身份认同这些维度发展的输入因素。本文包含一项定性研究的初步结果，该研究旨在更好地理解职业概念化、领导力和导师制如何促进物理学身份认同和归属感的发展。我们报告了针对15名物理学本科生的调查结果，随后对其中5名学生进行了访谈。这些学生来自美国中西部一所小型私立文理学院，以及美国东南部一所被归类为西班牙裔服务机构（HSI）的大型公立大学。在导师制方面，我们发现它能为学生融入物理学社群提供关键支持。领导力体验此前并未被视为身份认同的重要输入因素，但我们发现它能帮助物理学领域的女性感到更自信，有助于她们认可自己作为物理学从业者的身份。虽然关于职业概念化如何促进身份构建的数据有限，但它与认可和能力存在一定关联，这将是未来探索的一个有趣方向。
英文摘要：
The percentage of women receiving bachelors degrees in physics in the U.S. lags well behind that of men, and women leave the major at higher rates. Achieving equity in physics will mean that women stay in physics at the same rates as men, but this will require changes in the culture and support structures. A strong sense of belonging can lead to higher retention rates so interventions meant to increase dimensions of physics identity (interest, recognition, performance, and competence) may increase persistence overall and increase women's retention differentially. We describe our model in which mentorship, an understanding of career options (career conceptualization), and leadership are inputs into the development of these dimensions of physics identity. This paper includes preliminary results from a qualitative study that aims to better understand how career conceptualization, leadership, and mentorship contribute to the development of physics identity and belonging. We report results from a survey of 15 undergraduate physics students which was followed up by interviews with 5 of those students. The students were from a small private liberal arts college in the midwest region of the U.S. and a large public university in the southeast region of the U.S. classified as a Hispanic-serving institution (HSI). With respect to mentorship, we found that it could provide critical support for students' engagement in the physics community. Leadership experiences have not previously been positioned as an important input into identity, yet we found that they helped women in physics feel more confident, contributing to their recognition of themselves as physics people. While the data on how career conceptualization contributed to the building of identity is limited, there are some connections to recognition and competence, and it will be an interesting avenue of future exploration.
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。
