
Overview
overview
- Zahra Hazari is a professor in the Department of Teaching and Learning and the STEM Transformation Institute as well as an affiliate faculty member in the Department of Physics. Dr. Hazari's research focuses on reforming physics learning environments in an effort to improve critical educational outcomes for under-represented groups in physics, especially women. In particular, her work centers on physics identity development and the development of agency (empowerment to take intentional actions) in physics. These frameworks have proven particularly helpful in explaining gender differences in persistence and are providing critical insight into understanding how to inspire and engage students in their physics studies. Dr. Hazari's research earned her a National Science Foundation (NSF) CAREER Award and her research findings have been featured in US News and World Report, Washington Monthly, Science Magazine, Scientific American, LiveScience, Science for the People, and APS News. Dr. Hazari served on the Editorial Board for the Journal of Research in Science Teaching (JRST), APS's Committee for the Status of Women in Physics, and AAPT's Committee on Women in Physics. She has taught courses in physics, mathematics (calculus), science methods for pre-service/in-service teachers, and research methods for graduate students.
research interests
- Science Education
Scholarly & Creative Works
selected publications
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Article
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2022How Do Educational Experiences Predict Computing Identity?Full Text via DOI: 10.1145/3470653 Web of Science: 000771966100003
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2022The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive awareness and disciplinary identityFull Text via DOI: 10.1002/sce.21703 Web of Science: 000748613600001
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2022Examining the relationship between informal science experiences and physics identity: Unrealized possibilitiesFull Text via DOI: 10.1103/PhysRevPhysEducRes.18.010107 Web of Science: 000747768700002
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2021Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender studyFull Text via DOI: 10.1002/sce.21670 Web of Science: 000676092200001
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2021Effect of culture on women physicists' career choice: A comparison of Muslim majority countries and the WestFull Text via DOI: 10.1103/PhysRevPhysEducRes.17.010114 Web of Science: 000626264700001
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2020College students' mathematics-related career intentions and high school mathematics pedagogy through the lens of identityFull Text via DOI: 10.1007/s13394-020-00319-w Web of Science: 000527004500001
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2020Developing a Computing Identity Framework: Understanding Computer Science and Information Technology Career ChoiceFull Text via DOI: 10.1145/3365571 Web of Science: 000535726100007
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2019Impact of out-of-class science and engineering activities on physics identity and career intentionsFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.020137 Web of Science: 000490759100001
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2019High school experiences and climate change beliefs of first year college students in the United StatesFull Text via DOI: 10.1080/13504622.2017.1293009 Web of Science: 000487522100010
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2019Early informal STEM experiences and STEM identity: The importance of talking scienceFull Text via DOI: 10.1002/sce.21499 Web of Science: 000467257700006
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2019Sexual harassment reported by undergraduate female physicistsFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.010121 Web of Science: 000465184600001
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2018Engaging young women in physics: An intervention to support young women's physics identity developmentFull Text via DOI: 10.1103/PhysRevPhysEducRes.14.020113 Web of Science: 000449297200001
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2018Promoting high school students' physics identity through explicit and implicit recognitionFull Text via DOI: 10.1103/PhysRevPhysEducRes.14.020111 Web of Science: 000445326700001
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2018Evaluating the quality of middle school mathematics teachers, using videos rated by college studentsFull Text via DOI: 10.1016/j.stueduc.2018.05.006 Web of Science: 000445168700007
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2018Episodic memories and the longitudinal impact of high school physics on female students' physics identityFull Text via DOI: 10.1080/09500693.2018.1486522 Web of Science: 000444090100001
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2018Understanding the development of interest and self-efficacy in active-learning undergraduate physics coursesFull Text via DOI: 10.1080/09500693.2018.1488088 Web of Science: 000444090100003
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2017Interest in STEM is contagious for students in biology, chemistry, and physics classesFull Text via DOI: 10.1126/sciadv.1700046 Web of Science: 000411589900025
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2017Half of Students Interested in Civil Engineering Do Not Believe in Anthropogenic Climate ChangeFull Text via DOI: 10.1061/(ASCE)EI.1943-5541.0000323 Web of Science: 000398726500011
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2017The Importance of High School Physics Teachers for Female Students' Physics Identity and PersistenceFull Text via DOI: 10.1119/1.4974122 Web of Science: 000395804600012
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2016Student evaluations of physics teachers: On the stability and persistence of gender biasFull Text via DOI: 10.1103/PhysRevPhysEducRes.12.020107 Web of Science: 000393396900005
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2016Discussing underrepresentation as a means to facilitating female students' physics identity developmentFull Text via DOI: 10.1103/PhysRevPhysEducRes.12.020101 Web of Science: 000393393300001
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2016Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career ChoiceFull Text via DOI: 10.1002/jee.20118 Web of Science: 000374644700005
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2016Career Outcome Expectations Related to Sustainability among Students Intending to Major in Civil EngineeringFull Text via DOI: 10.1061/(ASCE)EI.1943-5541.0000253 Web of Science: 000366748900006
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2015Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity developmentFull Text via DOI: 10.1002/tea.21214 Web of Science: 000357406800001
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2015Establishing an Explanatory Model for Mathematics IdentityFull Text via DOI: 10.1111/cdev.12363 Web of Science: 000358180900005
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2015Using survey questions to identify and learn more about those who exhibit design thinking traitsFull Text via DOI: 10.1016/j.destud.2015.02.002 Web of Science: 000355023100004
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2014Sustainability as a Route to Broadening Participation in EngineeringFull Text via DOI: 10.1002/jee.20034 Web of Science: 000331404600007
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2013Factors that affect the physical science career interest of female students: Testing five common hypothesesFull Text via DOI: 10.1103/PhysRevSTPER.9.020115 Web of Science: 000326054100001
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2012Stability and Volatility of STEM Career Interest in High School: A Gender StudyFull Text via DOI: 10.1002/sce.21007 Web of Science: 000302716400003
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2012Out-of-School Time Science Activities and Their Association with Career Interest in STEMFull Text via DOI: 10.1080/21548455.2011.629455 Web of Science: 000214713000004
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2010Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender StudyFull Text via DOI: 10.1002/tea.20363 Web of Science: 000282793900004
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2010For the love of learning science: Connecting learning orientation and career productivity in physics and chemistryFull Text via DOI: 10.1103/PhysRevSTPER.6.010107 Web of Science: 000278304400001
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2009Unraveling Bias From Student Evaluations of Their High School Science TeachersFull Text via DOI: 10.1002/sce.20332 Web of Science: 000268973700003
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Conference
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2021The Impact of Technical Interviews, and other Professional and Cultural Experiences on Students' Computing Identity. 415-421.Full Text via DOI: 10.1145/3430665.3456362
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2020Believe that they can achieve: How Teacher Attitudes Toward Physics Impact Student Outcomes. 198-203.Full Text via DOI: 10.1119/perc.2020.pr.Head Web of Science: 000680869100032
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2019Student response to a careers in physics lesson. 208-213.Full Text via DOI: 10.1119/perc.2019.pr.Head Web of Science: 000680866900032
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2016Examining the Relationship between Career Outcome Expectations and Physics Identity. 228-231.Full Text via DOI: 10.1119/perc.2016.pr.052 Web of Science: 000393035800055
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2016Mathematics Identity and Student Persistence in Engineering. 163-171.Web of Science: 000374234200015
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2015Determining strategies that predict physics identity: Emphasizing recognition and interest. 199-202.Full Text via DOI: 10.1119/perc.2015.pr.045 Web of Science: 000375147300047
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2015Evaluation of a Summer Bridge Program Using Multivariate Matching. 175-178.Full Text via DOI: 10.1119/perc.2015.pr.039 Web of Science: 000375147300041
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2015Sustainability Topics in Physics Education, Science Agency Beliefs and Physics Identity. 99-102.Full Text via DOI: 10.1119/perc.2015.pr.020 Web of Science: 000375147300022
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2014Exposure to Underrepresentation Discussion: The Impacts on Women's Attitudes and Identities. 211-214.Full Text via DOI: 10.1119/perc.2014.pr.049 Web of Science: 000375145900051
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2014High School Science Experiences Associated to Mastery Orientation Towards Learning. 259-262.Full Text via DOI: 10.1119/perc.2014.pr.061 Web of Science: 000375145900063
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2014Interdisciplinary Affinity: Definitions and Connections to Physics Identity. 235-238.Full Text via DOI: 10.1119/perc.2014.pr.055 Web of Science: 000375145900057
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2013
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2013Interdisciplinary Thinking and Physics Identity. 329-332.Full Text via DOI: 10.1119/perc.2013.pr.070 Web of Science: 000375141800080
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2013Obscuring Power Structures in the Physics Classroom: Implications for Student Engagement and Physics Identity Development. 9-12.Full Text via DOI: 10.1119/perc.2013.inv.001 Web of Science: 000375141800001
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2013The Development and Measurement of Identity across the Physical Sciences. 281-284.Full Text via DOI: 10.1119/perc.2013.pr.058 Web of Science: 000375141800068
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2013Physics Career Intentions: The Effect of Physics Identity, Math Identity, and Gender. 262-265.Full Text via DOI: 10.1063/1.4789702 Web of Science: 000315023900065
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Other Scholarly Work
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2018Towards Meaningful Physics Recognition: What does this recognition actually look like?. 442-446.Full Text via DOI: 10.1119/1.5055325 Web of Science: 000445092900009
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Works By Students
chaired theses and dissertations
Research
principal investigator on
- Collaborative Research: Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics awarded by National Science Foundation 2017 - 2023
- A study of how Pre-College Informal Activities Influence Female Participation in STEM Careers awarded by National Science Foundation 2017 - 2021
- Outcome Programs and Science Career Intentions (OPSCI) awarded by National Science Foundation 2015 - 2017
- Factors Influencing College Success in Information Technology (FICSIT) awarded by National Science Foundation 2015 - 2016
- CAREER: Changing the Landscape: Towards the Development of a Physics Identity in High School awarded by National Science Foundation 2014 - 2016
co-principal investigator on
- FIUteach Noyce Scholarship Program awarded by National Science Foundation 2017 - 2023
- Collaborative Research: Florida-IT-Pathways to Success (Flit-Path) awarded by National Science Foundation 2016 - 2022
- Community for Faculty Development awarded by Howard Hughes Medical Institute 2015 - 2018
Videos
videos
Contact
full name
- Zahra Hazari
visualizations
publication subject areas
Citation index-derived subject areas the researcher has published in