Previous work has identified that recognition from others is an important predictor of students’ participation, persistence, and career intentions in physics. However, research has also found a gender bias in peer recognition in which student nominations of strong peers in their physics course disproportionately favor men over women. In this study, we draw on methods from social network analysis and find a consistent gender bias in which men disproportionately undernominate women as strong in their physics course in two offerings of both a lecture course (for science and engineering, but not physics, majors) and a distinct lab course (for science, engineering, and physics majors). We also find in one offering of the lecture course that women disproportionately undernominate men, contrary to what previous research would predict. We expand on prior work by also probing two data sources related to who and what gets recognized in peer recognition: students’ interactions with their peers (who gets recognized) and students’ written explanations of their nominations of strong peers (what gets recognized). Results suggest that the nature of the observed gender bias in peer recognition varies between the instructional contexts of lecture and lab. In the lecture course, the gender bias is related to who gets recognized: both men and women disproportionately overnominate their interaction ties to students of their same gender as strong in the course. In the lab course, the gender bias is also related to what gets recognized: men nominate men more than women because of skills related to interactions, such as being helpful. These findings illuminate the different ways in which students form perceptions of their peers and add nuance to our understanding of the nature of gender bias in peer recognition.

中文翻译：

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谁和什么在同行认可中得到认可

先前的研究表明，他人的认可是学生对物理学的参与、坚持和职业意图的重要预测因素。然而，研究还发现，同侪认可中存在性别偏见，学生在物理课程中对优秀同龄人的提名不成比例地偏向男性而非女性。在这项研究中，我们利用社交网络分析的方法，发现了一致的性别偏见，即在两门讲座课程（针对科学和工程专业，但不是物理专业）中，男性在物理课程中不成比例地低估女性的优势以及独特的实验课程（针对科学、工程和物理专业）。我们还发现，在讲座课程的一门课程中，女性提名的男性比例过高，这与之前的研究预测相反。我们扩展了之前的工作，还探讨了与同伴认可中谁和什么得到认可相关的两个数据源：学生与同伴的互动（谁得到认可）和学生对优秀同伴提名的书面解释（什么得到认可）。结果表明，在课堂和实验室的教学环境中，观察到的同伴认可中的性别偏见的性质有所不同。在讲座课程中，性别偏见与谁得到认可有关：男性和女性都过分夸大了他们与课程中同性别学生的互动关系。在实验课程中，性别偏见也与所认可的内容有关：男性比女性更多地提名男性，因为与互动相关的技能，例如乐于助人。这些发现阐明了学生形成对同龄人的看法的不同方式，并增加了我们对同龄人认可中性别偏见本质的理解。