@article{kirn_huff_godwin_ross_cass_2019, title={Exploring tensions of using interpretative phenomenological analysis in a domain with conflicting cultural practices}, volume={16}, ISSN={["1478-0895"]}, DOI={10.1080/14780887.2018.1563270}, abstractNote={ABSTRACT The philosophical foundations of interpretative phenomenological analysis (IPA)—phenomenology, hermeneutics, and idiography—guide its practice and use. However, this foundation is often at odds with cultural practices of disciplines that value post-positivist perspectives emphasizing that reality can be objectively known. The conflict between the philosophical underpinnings of the methodology and the cultural practices of particular disciplines can serve to limit the use and acceptance of IPA. This article highlights ways researchers can use IPA even when the underlying tenets of that methodological approach may be in conflict with disciplinary norms. As such, we have set out to explore the tensions that accompany the choice to use IPA in the context of engineering education research within the United States. As a group of engineering education researchers, we drew upon collaborative inquiry to systematically examine our use of IPA. Our exploration of using IPA, as connected to everyday practice in a discipline that takes a postpositivist stance toward knowledge generation, provides examples for the use of IPA in tension with these disciplinary norms.}, number={2}, journal={QUALITATIVE RESEARCH IN PSYCHOLOGY}, author={Kirn, Adam and Huff, James L. and Godwin, Allison and Ross, Monique and Cass, Cheryl}, year={2019}, month={Apr}, pages={305–324} }
 @article{wang_hazari_cass_lock_2018, title={Episodic memories and the longitudinal impact of high school physics on female students' physics identity}, volume={40}, ISSN={["1464-5289"]}, DOI={10.1080/09500693.2018.1486522}, abstractNote={ABSTRACT Students enter physics classes with negative attitudes towards physics compared to the other sciences. Female students are more likely to opt out of a second higher-level physics course. Thus, the broad goal of this work is to better understand how to have the most lasting positive impact on female students’ attitudes and motivations towards learning physics after a single physics course in high school. Through longitudinal case studies of six female students using the frameworks of episodic memory and physics identity, we explore the most impactful features of students’ high school physics experiences. The data is drawn from three years of student interviews and one initial student survey. Our results indicate that the students could remember in detail and with longevity their experiences with physics causing high arousal and negative initial valence, such as teachers presenting physics knowledge in a counter-intuitive way. The students can remember the context but not the details of their experiences with physics causing low arousal and non-neutral valence, such as their teacher sharing a story about physics. Experiences that were eventually tied to positive valence had positive impacts on female students’ physics identity maintenance, such as problem solving activities where no one was left behind.}, number={13}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Wang, Jianlan and Hazari, Zahra and Cass, Cheryl and Lock, Robynne}, year={2018}, pages={1543–1566} }
 @article{hazari_cass_2018, title={Towards Meaningful Physics Recognition: What does this recognition actually look like?}, volume={56}, ISSN={["0031-921X"]}, DOI={10.1119/1.5055325}, abstractNote={In the February 2017 issue of The Physics Teacher, an article was presented that highlighted the importance of high school physics teachers in inspiring women in physics, particularly by recognizing them as being a “physics person.” Drawing on data from over 900 female undergraduates in physics, the article showed that the largest fraction became interested in physics careers during high school. In particular, being recognized by their physics teacher substantially increased the odds of their planning physics careers by the beginning of college. Since this article was published, questions have been directed toward us from physics teachers regarding the nature of recognition, e.g., how do we recognize a student meaningfully and what does recognition look like in the classroom? For example, one teacher wrote saying: I specifically wanted to tell you how much I appreciated this: …your closing note that not all recognition is meaningful, and that the key is high expectations for all and recognition of when [expectations are] met…I wrote in my margins on the page before, “What does this recognition actually look like?”}, number={7}, journal={PHYSICS TEACHER}, author={Hazari, Zahra and Cass, Cheryl}, year={2018}, month={Oct}, pages={442–446} }
 @article{cribbs_cass_hazari_sadler_sonnert_2016, title={Mathematics identity and student persistence in engineering}, volume={32}, number={1}, journal={International Journal of Engineering Education}, author={Cribbs, J. D. and Cass, C. and Hazari, Z. and Sadler, P. M. and Sonnert, G.}, year={2016}, pages={163–171} }
 @article{hazari_cass_beattie_2015, title={Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development}, volume={52}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21214}, abstractNote={In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we used a teacher positioning lens to understand an emergent theme around differences in students' level of engagement, including behavioral, affective, and cognitive engagement, and physics identity development. In each classroom, data were collected over the course of one week by two observers in multiple formats, including student and teacher interviews and surveys, video recordings, and field notes. We used a constant comparative approach with the qualitative data and regression with the quantitative data to compare across the four teachers. Our findings suggest that teachers' physical, structural, contextual, and social cues may influence the extent to which students engage with their physics class. The teachers' social cues appeared to be the most important for affective and cognitive engagement, and subsequently physics identity development. Contextual cues were less prominent, which may indicate the difficulty in making physics content contextually meaningful for students. Finally, physical/structural cues appeared to be important for behavioral engagement but this engagement was not sufficient for physics identity development. In sum, the way that physics teachers position themselves can moderate students' level and type of engagement with the class and ultimately their physics identity development. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 735–762, 2015.}, number={6}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Hazari, Zahra and Cass, Cheryl and Beattie, Carrie}, year={2015}, month={Aug}, pages={735–762} }