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SUMMARY:Learning physics – doing gender: Perspectives on how university 
 physics students learn to become physicists - Anna Danielsson\, University
  of Cambridge\, Faculty of Education
DTSTART:20101108T170000Z
DTEND:20101108T183000Z
UID:TALK26576@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:In physics\, gender is both highly invisible and highly visibl
 e. On one hand\, the discipline as such is often seen as completely unaffe
 cted by social structures\, making gender on one level highly invisible. O
 n the other hand\, the overwhelming majority of physicists are men\, makin
 g gender simultaneously very visible. In this tension of the in/visibility
  of gender\, physics students are learning to become physicists - a learni
 ng that involves both the learning of content knowledge and the constituti
 on of a physicist identity. The focus of my PhD thesis was on the latter\,
  on how physics students constitute identities as physicists in relation t
 o the disciplinary culture of physics. In particular\, this talk will expl
 ore how physics students can be understood as constructing the boundaries 
 of the physicist community and identities as physicists in relation to the
 se perceived boundaries. For example: what do physics students see as appr
 opriate and inappropriate practices in the laboratory and how are those pr
 actices tied to a doing of gender and a doing of class\; which approaches 
 to laboratory work are seen as having/giving high status\, and what does i
 t take for a physics student to identify as a physicist? \n\nI will conclu
 de my talk by briefly introducing my current research project\, in which I
  intend to explore how primary school student teachers negotiate their ide
 ntities as teachers of science in the tension between 'female' primary tea
 ching and 'masculine' science.\n\n\n\n
LOCATION:GS4\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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