Career Development and Diversity

Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

Abstract This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010

Bridging culture and science: Culturo-Techno-Contextual Approach in culturally relevant biology pedagogy

As science educators seek innovative methods to engage students, the Culturo-Techno-Contextual Approach (CTCA) has emerged as a promising strategy, particularly for African students. CTCA is a culturally responsive teaching method that integrates culture, technology, and locational context, making science more relatable and meaningful. We assessed CTCA’s effectiveness in enhancing critical thinking in biology among 121 senior secondary students in Lagos State. An explanatory sequential design was used, with the experimental group taught using CTCA and the control group receiving traditional instruction. Data were collected using the Critical Thinking Test in Nutrition (a = 0.80) and interviews. Results showed a significant improvement in critical thinking for the CTCA group (F(1, 198) = 11.43; p < 0.05), with no significant gender differences (F(1,49) = .49; p > .05). Students responded positively to intervention, leading to the conclusion that CTCA effectively enhances critical thinking in biology; hence, adoption of CTCA in biology instruction is recommended.

Senior High School Female Students’ Interest in Physics as a Course of Study at the University Level in Ghana

The study of females‘ interest in physics is an issue of international concern. Of the sciences, physics is the subject in which the increase in the number of females involved has been particularly low. The term 'interest' may usually refers to preference to engage in some types of activities rather than others. This study investigated whether Ghanaian Senior High School female science students would prefer to study physics at the university or not and the reasons for their choice. Two hundred and one final year female students in four Senior High Schools offering biology, chemistry and physics in the Cape Coast Metropolis of the Central Region of Ghana, participated in the study. Data was obtained with Questionnaire on Female Participation in Physics and Interview Protocol, administered to the female students. The findings from the study suggest that female students do not prefer physics as a course of study at the university level due to limited career opportunities in the subject. An implication from this study is that female enrolment in physics will not improve unless information about career awareness in the subject is made available to students. Serious efforts must be made by physics educators as well as Physics Departments to create awareness of career opportunities in the study of physics.

Balancing Family and Career

In essentially all countries, responsibilities for child care, cooking, cleaning, and other homemaking tasks fall predominantly on the wife and mother. In addition, the childbearing years come during the period when a physicist must study hard, work long hours on research, and take temporary positions, often abroad. Thus, balancing family and career has long been one of the major barriers to women’s participation in science and engineering fields, including physics. While many young women believe that they must choose between having children and having a science career, the fact is that the majority of women physicists in both developing and developed countries have successfully done both. This paper summarizes some ideas and recommendations raised in discussions, especially focused on easing the challenges of having children while in temporary jobs, returning to physics after a career break, the need for “family‐friendly” working conditions, and the dual‐career problem facing couples where both are scientists.

Making Physics Appealing to Female Students: Perspectives of Female Students and Physics Lecturers

This paper describes a qualitative study of how to improve females’ involvement in the learning of physics at the tertiary level. The study was conducted at the University of Cape Coast (UCC) and some select Senior High Schools (SHS) in the Cape Coast Metropolis, Ghana. Participants for the study were undergraduate female non-physics students, undergraduate female physics students, SHS final year female science students and physics lecturers and tutors. The study found that majority of female students do not pursue physics at higher levels of education because they perceived the subject as difficult, irrelevant, and one that has no or limited career opportunities. The participants, however, were optimistic that female participation in physics can be improved if necessary steps were taken to erase the widely held perceptions that have been associated with the study of the subject and its related career opportunities.

Women in Physics in Ghana: Improvement on the Horizon

Empowering young minds through STEM education: Engaging high schoolers in Ghana through medical physics

PURPOSE: To promote diversity in Science, Technology, Engineering, and Mathematics (STEM), an educational presentation and hands-on session was organised to raise awareness of STEM career opportunities among high school girls to introduce the students to the field of medical physics. MATERIALS AND METHODS: The study involved 65 first-year Senior High School girls, aged 13-16, pursuing general science in Accra, Ghana. This initiative, organised by the Girls Excellence Movement (GEM) in collaboration with a United States (US) institution, implemented the "heroes in radiation oncology" program, which included a relatable presentation and hands-on experience in simulation to treatment planning activities. The program's effectiveness was assessed through pre-and post-assessment surveys, and a thematic analysis of student feedback. RESULTS: Participants' awareness of career fields showed an interest in traditional healthcare professions (92%) and engineering (73.8%), with minimal medical physics awareness (12.3%). Post-presentation survey showed a significant change in participants' perception of medical physics 87.3%. Thematic analysis revealed increased awareness, understanding, and interest, dispelled misconceptions about radiation safety, and highlighted the interdisciplinary nature and career opportunities. The presentation was successful in inspiring participants and expanding their perspectives on medical physics. CONCLUSION: The program raised awareness of medical physics among participants, many of whom were previously unfamiliar with the field. Participants reported a newfound understanding of the interdisciplinary nature of medical physics, its connections to biology, mathematics, and engineering.This program can easily be reproduced in community and school outreaches.

Exploring the factors influencing undergraduate students’ decision to pursue physics at the University of Education, Winneba

Background Over the years, the number of prospective students intending to study physics at the University of Education, Winneba (UEW) has gradually declined. This has drastically affected the number of trained physics teachers in the country. As a matter of urgency, there is therefore the need to look at the factors that influence the choice of physics at the undergraduate level in UEW in order to encourage more students to enrol in the course.Purpose This study sought to find out the factors motivating the students at UEW, to major in physics, despite the general belief that the course is very difficult.Sample The participants of this study were physics students at the Department of Physics Education, UEW, Ghana. Purposive sampling was used to select 101 respondents.Design and Methods Questionnaire was used in gathering data. Interview and focused group discussion were used to validate the responses of the participants to the questionnaire. The questionnaire was analyzed using R version 4.22. Additionally, Relative Importance Index (RII) was used to rank the Likert form items.Results The findings indicated that students ranked interest (RII = 0.92) as their major motivating factor to read physics in the Department. Students also claimed that their parents had little influence on their decision to study physics. Whiles professional teachers used it as a conduit to secure study leave with pay from GES. Students who had difficulty in the subject also attributed it to their long delay at home after completing senior high school before gaining admission to the University.Conclusions The study recommends that there should be a concerted effort to arouse the interest of physics learners at the lower levels of education in Ghana by the Department of Physics Education, Winneba and other stakeholders in order to increase the enrolment of students in physics.

The changing face of women in physics in Ghana

Ghana is said to be the first independent sub-Saharan African country outside South Africa to promote science education and the application of science in industrial and social development. It has long been recognized that many schools' science curricula extend the extracurricular activities of boys more than those of girls. In order to bridge this gap, efforts have been made to give girls extra assistance in the learning of science by exposing them to science activities through specific camps, road shows, exhibitions, and so on. The best known of such efforts is the Science, Technology, and Mathematics Education (STME) camps and clinics for girls, which started in Ghana 23 years ago. Since our attendance at the Third International Conference on Women in Physics in Seoul, Korea, a lot has been achieved to further improve female science education, and this credit goes to STME. The first female nuclear engineer from Ghana graduated from the University of Ghana in March 2010.

Gender Disparities and Female Performance in Physics: A Case Study Examination

Abstract: This study investigated the factors influencing female students’ academic success in Physics and examined gender differences in performance at Navrongo Senior High School. Using an explanatory sequential mixed-method design, the research combined qualitative interviews with quantitative analysis of standardized Physics test scores. Quantitative results showed that although female students slightly outperformed their male counterparts (mean scores of 70.6 and 69.7, respectively), the difference was not statistically significant (t = –0.36, p = 0.717, Cohen’s d = –0.066). This finding suggests that gender alone does not determine performance in Physics. Qualitative findings highlighted the critical role of effective study habits, positive attitudes toward Physics, classroom participation, teacher support, and peer collaboration in achieving academic success. Female students particularly emphasized the importance of an inclusive and supportive classroom environment that fosters confidence and engagement in a traditionally male-dominated field. The study challenges stereotypes about girls’ participation in Physics and underscores the influence of social relationships, teaching strategies, and personal motivation on achievement. It concludes that promoting female success in Physics requires collective efforts centered on inclusive practices, responsive teaching, and sustained encouragement. The study recommends promoting structured study habits, improving students’ perceptions of Physics through positive messaging, enhancing engagement, and expanding experiential learning opportunities to support equitable achievement.

Women in physics in Ghana: Our story

The status of women physicists in academia and industry has improved over the last decade in Ghana but not without challenges. It will take some time before women are well represented, especially at the professorial level. Organizations such as the Ghana Atomic Energy Commission (GAEC) and the Ghana Academy of Arts and Sciences (GAAS) are striving hard to minimize professional gaps between women and men. The Ghana Academy of Arts and Sciences, through its efforts to encourage women in physics and science in general has elected its second woman in 58 years as president, and GAEC is also encouraging and appointing women to managerial positions.

Women in Physics in Ghana: A Situational Analysis

Topic 1: Attracting Girls Into Physics

We discuss the problems in attracting girls into physics. We present some of the projects undertaken in various countries to ameliorate the problem, and we conclude with some follow‐up suggestions that can be implemented in all countries.