TY - JOUR
T1 - Socioeconomic and gender differences in students' perceptions of physics in Mexican Schools
AU - Zavala, Genaro
AU - Dominguez, Angeles
N1 - Funding Information:
This research was partially supported by CONACYT-INMUJERES, Project 268261, entitled, “Determination of the Factors and Actors that Influence the Perception of Adolescents towards Science and Technology: A Gender Study.” The authors would like to acknowledge the financial and the technical support of Writing Lab,(휀TecLabs, Tecnologico de Monterrey, Mexico, in the production of this work.
Publisher Copyright:
© American Society for Engineering Education 2020.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - To understand gender and socioeconomic differences in scientific and technological areas, studies that deepen the understanding of each culture or region are necessary. This paper contributes to the knowledge of high-school students' perceptions about physics by gender and different socioeconomic statuses in Mexico. To do this, the authors present data obtained from the implementation of a 5-point-Likert-scale survey regarding the perception of physics by 9th grade (13 to 15-years old) Mexican students (161 female and 157 male) from two different and demographically contrasting states within the country, Nuevo Leon (220 students) and Chiapas (98 students). We used student t-tests for parametric data to determine the statistical significance of the results among three factors: gender, state, and socioeconomic status of the school (marginalization level). The overall results indicate that the most significant differences occur in the comparison of the states, and the least differences arise in the comparisons of gender. Moreover, the differences in gender are related to the states the students are in, with contrasting results. There is still much to do to achieve equity in academic studies and professional life in STEM areas, so work like this leads to the type of profound understanding that is essential to achieve gender and socioeconomic equity.
AB - To understand gender and socioeconomic differences in scientific and technological areas, studies that deepen the understanding of each culture or region are necessary. This paper contributes to the knowledge of high-school students' perceptions about physics by gender and different socioeconomic statuses in Mexico. To do this, the authors present data obtained from the implementation of a 5-point-Likert-scale survey regarding the perception of physics by 9th grade (13 to 15-years old) Mexican students (161 female and 157 male) from two different and demographically contrasting states within the country, Nuevo Leon (220 students) and Chiapas (98 students). We used student t-tests for parametric data to determine the statistical significance of the results among three factors: gender, state, and socioeconomic status of the school (marginalization level). The overall results indicate that the most significant differences occur in the comparison of the states, and the least differences arise in the comparisons of gender. Moreover, the differences in gender are related to the states the students are in, with contrasting results. There is still much to do to achieve equity in academic studies and professional life in STEM areas, so work like this leads to the type of profound understanding that is essential to achieve gender and socioeconomic equity.
KW - Educational innovation
KW - Gender
KW - Higher education
KW - Physics
KW - Socioeconomic status
KW - STEM
KW - Students' perception
UR - http://www.scopus.com/inward/record.url?scp=85095726766&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85095726766
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 1239
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020
ER -