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In this work, we analyse all existing data related to the number of incomers and outcomers (who actually obtain the degree) of the following courses offered at the Federal University of Santa Catarina: physics teaching, bachelor in physics, master of sciences in physics and doctorate in physics, corresponding to the 1998-2017 period, according to their availability. The data point towards a great male predominance (larger than 76%) and a huge evasion of both sexes (in average, less than 20% of the undergraduate incomers obtain the degree), the evasion being lower in the postgraduate courses and always slightly higher for women. The average number of incomers and outcomers per year decreases as the students advance from graduate to postgraduate courses, although many students in the postgraduate courses come from other institutions. The proportion of women decreases as the carrier advances. The results indicate the need of complementary studies that can help the identification of the causes of such a high evasion in order to minimize them.
The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the under-representation and un
The use of lab notebooks for scientific documentation is a ubiquitous part of physics research. However, it is common for undergraduate physics laboratory courses not to emphasize the development of documentation skills, despite the fact that such co
It is a well-studied notion that women are under-represented in the physical sciences, with a leaky pipeline metaphor describing how the number of women decreases at higher levels in academia[1,2]. It is unclear, however, where the major leaks exist
In this study, we explored the extent to which problems and instructional strategies affect social cohesion and interactions for information seeking in physics classrooms. Three sections of a mechanics physics course taught at a Chilean University in
Students face diverse pathways as they journey through undergraduate study. The analysis of student course records can untangle common patterns in course progression, and identify group trends in student outcomes. The current work examines the relati