arXiv subjects

Noah Leibnitz

Publications and source records attributed to Noah Leibnitz.

3 recordsLinked to original sources

arXiv2026

Investigating students' gender expression and its relation to sense of belonging in introductory physics courses

Despite nation efforts to promote diversity and inclusion, women and gender minorities remain underrepresented in physics. One common approach to studying gender in physics contexts treats gender as a categorical identity variable (e.g. "man," "woman"). In contrast, approaches that center gender expression focus on the nuanced and context-dependent ways in which gender is socially enacted and interpreted. They are therefore well-suited for exploring how gender permeates the small-scale interactions that ultimately shape students' persistence and perceptions of inclusivity. In the present study, we utilized gender expression as a lens to investigate gendered patterns in introductory undergraduate physics students' sense of belonging in the discipline. Specifically, this qualitative investigation expands on our previous quantitative work to investigate why students may feel misperceived by their peers in physics and how that experience influences their belonging. Results indicated that students' sense of belonging may be impacted by perceived pressures to alter their gender expression in physics contexts. Many interviewees expressed a felt need to present themselves more "masculinely" to fit in. Contrastingly, pressure to present "femininely" was most often associated with standing out. Implications for supporting students' authentic self-ex in physics contexts are discussed.

physics.ed-ph↗

arXiv2026

Gender expression appraisals in introductory physics courses: A cross-institutional replication

Quantitative studies of gender in physics education have often used categorical gender identity measures, which are valuable for documenting broad inequities across gender groups but less suited for capturing variation within groups or for examining how students perceive and express their gender in particular contexts. Metrics targeting gender expression, such as gradational self- and reflected appraisal measures of femininity, masculinity, and androgyny, offer a complementary approach. Prior work using this approach in introductory physics identified substantial within-gender variation in students' appraisals and gender-patterned self-reflected appraisal discrepancies. Building on this work, the present study provides a cross-institutional replication by examining whether these patterns recur in a second institutional context. We examined students' self- and reflected appraisals of femininity, masculinity, and androgyny, self-reflected appraisal discrepancies, and associations between these discrepancies, sense of belonging, and gender stigma consciousness. Across institutional contexts, both studies showed substantial within-gender variation in all three appraisal dimensions and recurring directional discrepancy patterns. Higher gender stigma consciousness was consistently associated with the directional discrepancy patterns observed across institutions. Lower sense of belonging was consistently associated with negative femininity discrepancy across institutions and was also associated with positive masculinity discrepancy in the present study. These findings suggest that students' appraisals along gendered dimensions are both patterned and context-sensitive. More broadly, self-reflected appraisal discrepancy may offer a useful quantitative lens for examining students' perceptions of gender, with implications for understanding belonging and inclusion in physics learning environments.

physics.ed-ph↗

arXiv2026

Living in the tensions: Investigations of gender performativity in STEM

In this work, we present the results of semi-structured interviews with four women to explore how they perceive themselves with respect to three gender constructs (femininity, masculinity, androgyny), and how they believe others perceive them. All the women highlighted the performative nature of gender in science, technology, engineering, and mathematics (STEM), citing (1) stereotypes that women are not analytical thinkers, or femininity being associated with "being stupid"; (2) the pressure to conform to the masculine norms of STEM, and (3) a pressure to perform to prove that they belong in STEM. Some of these women aligned their own perceptions of their gender with these norms, while others expressed frustration with the tension between their gender and how that is perceived by peers in STEM. This work suggests that conceptualizing gender as performance is a useful lens for understanding the oppression and underrepresentation of women and gender minorities in STEM.

physics.ed-ph↗