Science and Gender Relations: The Development of Science Identity of Female Students and Early Career Researchers in Physics and Physical Sciences in Higher Education

Abstract

This thesis investigates women s science identity development in physics and the physical sciences in higher education through a gender perspective. It arises from the real-life sociological issue of women s lower level of participation in science in Ireland, especially in physics and physical sciences fields where the gender gap is the highest of all science disciplines, according to the Higher Education Authority in Ireland (HEA) reports of recent years. Using a case study approach with in-depth interviews this qualitative study aimed to gain a deeper understanding of a gender-science topic through the lived experiences of twenty-nine women from undergraduate to postdoctoral level in physics and physical sciences at four Irish universities in Dublin. It focused on their self-evaluation of science identities in relation to their gender and other social identities, self-identification with science, their expectations, challenges, and attitudes towards the feminist movement in science. The result of this study demonstrates a variety of possible science identity constitutions of women from an individual and collective identity perspective. This way, the result is expected to guide developing gender-sensitive and diversity-focused educational policies in science at the third level particularly in Ireland where the research takes place. It also aims to promote gender and science dialogue by engaging readers in critical reflections on their own experiences with science.