Can you recognize recognition?

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Science  26 Oct 2018:
Vol. 362, Issue 6413, pp. 416
DOI: 10.1126/science.362.6413.416-c

Research addressing the gender imbalance in physics highlights the importance of a physics teacher recognizing a female student as being a “physics person.” But what does this recognition look like? To examine this question, Hazari and Cass collected video recordings, field notes, interviews, and surveys from high-school physics teachers and students and developed a case study of a student who, because of her teacher's modes of recognition, began to see herself as a physics person. Results show that although the teacher did not perceive the student as a physics person, the student felt another way based on her perception of his actions (she believed her teacher saw her as a physics person), suggesting that regardless of what teachers themselves believe, their behaviors can enable students' physics identity development.

Phys. Teach. 56, 442 (2018).

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