Speaker
Description
This presentation draws on findings from a longitudinal qualitative study exploring how young women navigate their identities within the context of physics, mathematics and other science subjects in Danish upper secondary education. Through student interviews, the study explores how gendered norms and expectations shape processes of recognition and participation in the physics, mathematics and broader science classrooms. The analysis highlights the tensions young women experience when attempting to align teacher-valued attributes, such as confidence, assertiveness, and visible engagement, with their gendered identities. The talk presents how young women navigate and negotiate their identities in contexts where confidence and assertiveness are rewarded, and invites reflection on how gendered norms and expectations influence students’ opportunities to engage and succeed in physics, mathematics and broader science education.
