美国康奈尔大学N. G. Holmes团队发现物理学中的同伴识别偏差并不能解释感知到的同伴识别差距。相关论文于2025年3月5日发表在《自然—物理学》杂志上。

获得同龄人对物理人的认可是本科生物理身份和物理课程成功的重要因素。先前的研究分别表明，在物理课程中，女性比男性更不容易受到同龄人的认可（感知到的同龄人认可），而且女性在物理课程上表现出色的提名比男性少（获得同龄人认可）。然而，男性和女性感知到的和接受到的同伴认可之间的关系尚不清楚。

研究组测试了这种关系的三个合理模型，发现对于在一项调查中从同龄人那里获得与私人提名相同认可的学生来说，女性报告的感知同伴认可明显低于男性。通过对美国八所机构的1700多名物理入门课程学生进行定量研究来实现这一目标。研究组直接比较了学生的性别、感知到的同伴认可和获得的同伴认可，控制了种族和民族、学年和专业以及课程水平的差异。这些发现为可测试的教学干预提供了重要启示。

附：英文原文

Title: Bias in physics peer recognition does not explain gaps in perceived peer recognition

Author: Sundstrom, Meagan, Holmes, N. G.

Issue&Volume: 2025-03-05

Abstract: Gaining recognition as a physics person by peers is an important contributor to undergraduate students’ physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less recognition from peers than men in their physics courses (perceived peer recognition) and that women receive fewer nominations from their peers for being strong in their physics course than men (received peer recognition). The relation between perceived and received peer recognition for men and women, however, is not well understood. Here we test three plausible models for this relation and find that, for students receiving the same amount of recognition from peers as measured from private nominations on a survey, women report significantly lower perceived peer recognition than men. We did this by conducting a quantitative study of over 1,700 students enrolled in introductory physics courses at eight institutions in the United States. We directly compare student gender, perceived peer recognition and received peer recognition, controlling for race and ethnicity, academic year and major, and course-level variability. These findings offer important implications for testable instructional interventions.

DOI: 10.1038/s41567-025-02789-w

Source: https://www.nature.com/articles/s41567-025-02789-w