Presents a broad picture of the complexity inherent in doing physics and doing gender Offers a different perspective to research, relying on binary (and deficit) notions of gender

Seduces readers with an interest in qualitative approaches to physics education research

Presents a Broad Picture of the Complexity Inherent in doing physics and doing gender Offers a Different Perspective to Research Relying on Binary (and Deficit) Notions of Gender Seduces Readers with an Interest in Qualitative Approaches to Physics Education Research

Autorentext

Allison J. Gonsalves is an Assistant Professor of Science Education at McGill University, Canada. She holds a PhD in curriculum studies from McGill University, and completed a post-doctoral fellowship in informal education at the Université de Montréal, Canada. Her research interests are in the area of science identities, with a focus on gender and equity in higher education and out of school science learning contexts.
Anna T. Danielsson is Professor of Curriculum Studies at Uppsala University, Sweden. She has a PhD in physics specialising in physics education research, from Uppsala University, and has previously worked at University of Cambridge and King s College London. Her research interests are centred on issues of gender, identity, and power, in the context of teaching and learning science and technology.

Inhalt
Chapter 1. Introduction: Who needs identity in physics education research? (Allison J. Gonsalves and Anna T. Danielsson).- Chapter 2. Going, going, gone: a feminist Bourdieusian analysis of young women's trajectories in, through and out of physics, age 10-19 (Louise Archer, Emily Macleod and Julie Moote).- Chapter 3. Lighting the fuse: Cultivating the masculine physics habitus a case study of Victor aged 10-18 (Louise Archer, Emily Macleod and Julie Moote).- Chapter 4. An intersectional physics identity framework for studying physics settings (Angela Johnson).- Chapter 5. Urban College Students Negotiate their Identities to Dis/Connect with Notions of Physics (Diane Crenshaw Jammula and Felicia Moore Mensah).- Chapter 6. Lecture jokes: mocking and reproducing celebrated subject positions in physics (Anders Johanssen and Maria Berge).- Chapter 7. Significant matter in sociomaterial analysis of educational choices (Marianne Løken and Margareta Serder).- Chapter 8. Disability inphysics: Learning from binary mistakes (Adrienne Traxler and Jennifer Blue).- Chapter 9. Elite British female physicists: social mobility and identity negotiations (Jaimie Miller-Friedmann).- Chapter 10. Conclusions Part I: Theoretical and methodological implications for physics education practice in higher education contexts (Dimitri R. Dounas-Frazer).- Chapter 11. Conclusions Part II: Implications of Identity Research for Upper Secondary Educators (Christopher Gosling).