Zahra Hazari

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Zahra Hazari
Born
Toronto, Ontario, Canada
OccupationProfessor
AwardsNational Science Foundation (NSF) CAREER Award
Academic background
EducationBS, Physics and Mathematics, Florida Atlantic University
MS, PhD, 2006, University of Toronto
ThesisGender differences in introductory university physics performance: the influence of high school physics preparation and affect. (2006)
Academic work
InstitutionsFlorida International University
Clemson University

Zahra Sana Hazari is a physics education researcher, and a professor in the Department of Teaching and Learning and the STEM Transformation Institute at the Florida International University.

Early life and education[edit]

Hazari was raised in Delray Beach, Florida[1] where she attended Atlantic Community High School[2]where her love for physics began. She excelled so much so that her teacher would have her tutor other students in the subject.[3] Following high school, she attended Florida Atlantic University and was awarded the $2,500 Stan and Renee Wimberly scholarship for being a straight-A student.[1] Following her undergraduate degree, where she received a B.S in physics and mathematics,[4] Hazari moved to Ontario and enrolled at the University of Toronto for her Master's degree and PhD.[5] She received an M.S in physics and then went on to earn her PhD in physics education.[4] Her dissertation was titled Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Effect.[6]

Career[edit]

Following her PhD and postdoctoral fellowship at Harvard–Smithsonian Center for Astrophysics,[5] Hazari joined the faculty at Clemson University. As an assistant professor of engineering and science education, she received a 2009 National Science Foundation (NSF) CAREER Award "to study ways to improve physics classes for high school students, particularly young women."[7] In the same year, Hazari won Best Paper in the Education Research and Methods Division at the American Society for Engineering Education Conference.[8]

Hazari eventually left Clemson to accept a similar faculty appointment at Florida International University (FIU). While at Florida International University Hazari's research goals hope to improve the environment in physics for minoritized groups, namely women. At Florida International University she has taught courses in "physics, mathematics(calculus), science methods for pre-service/in-service teachers, history of science as well as mathematics and research methods for graduate students."[9]

During her early tenure at the school, she collaborated with Jennifer D. Cribbs, Philip M. Sadler, and Gerhard Sonnert to publish Establishing an Explanatory Model for Mathematics Identity. The result of the journal suggested that interest and recognition were stronger factors in help students become "math persons" than confidence.[10] Two years later, she received NSF funding to establish a programme that develops material to add to high-school curricula to inspire female students to pursue physics at university.[11] The programme, called STEP UP, was run in collaboration with Texas A&M University-Commerce, the American Physical Society (APS), and the American Association of Physics Teachers.[12]

During the COVID-19 pandemic, Hazari was elected a fellow of the APS for "identifying and dismantling barriers women and people of diverse backgrounds face in STEM fields."[12] She also received a Public Choice recognition at the 2021 NSF STEM for All Video Showcase for her efforts with STEP UP.[13] Furthermore she has served on multiple committees and editorial boards for her success in research.[14]

Research[edit]

Hazari's published research focuses mainly on science and identity. In her early work, she had to do a lot of research around how we define certain words or ideas, such as identity and how we could then go about measuring that. After that preliminary work she then moved onto case work.[15] She has since then published multiple research papers, such as "Stability and Volatility of STEM Career Interest in High School: A Gender Study",[16] Out-of-School Time Science Activities and Their Association with Career Interest in STEM,[17] and Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice.[18] All of these publications look into why women are so underrepresented in physics and what can be done to change that.

Awards[edit]

  • National Science Foundation (NSF) CAREER Award[19]
  • Collaborative Research: Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics[20]

References[edit]

  1. ^ a b "Zahra Hazari". West Palm Beach, Florida. October 7, 1998. Retrieved June 18, 2021 – via newspapers.com.
  2. ^ "Special scholarships". West Palm Beach, Florida. May 4, 1995. Retrieved June 18, 2021 – via newspapers.com.
  3. ^ Miller, Katrina (2022-09-13). "The value of a physics identity | symmetry magazine". www.symmetrymagazine.org. Retrieved 2024-03-24.
  4. ^ a b "STEP UP: Supporting Teachers to Encourage the Pursuit of Undergraduate Physics for Women | UBC Physics & Astronomy". phas.ubc.ca. Retrieved 2024-05-04.
  5. ^ a b "Dr. Zahra Hazari". Clemson University. Retrieved June 18, 2021.
  6. ^ Hazari, Zahra (2006). "Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Effect" (PDF). University of Toronto.
  7. ^ "NSF grant funds Clemson project to improve high school physics classes". Eurekalert. June 10, 2010. Retrieved June 18, 2021.
  8. ^ "Faculty Highlights" (PDF). Clemson University. 2009. Retrieved June 18, 2021.
  9. ^ Communications, Florida International University-Digital. "Zahra Hazari". case.fiu.edu. Retrieved 2024-03-21.
  10. ^ Cribbs, Jennifer D.; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M. (July 2015). "Establishing an Explanatory Model for Mathematics Identity". Child Development. 86 (4): 1048–1062. doi:10.1111/cdev.12363. PMID 25832333. Retrieved June 18, 2021.
  11. ^ "New educational material to tempt women into physics". Physics World. July 2017. Retrieved June 18, 2021.
  12. ^ a b Tejedor, Chrystian (September 27, 2020). "Science education professor elected American Physical Society fellow". Retrieved June 18, 2021.
  13. ^ Nicoletti, Angela (June 8, 2021). "Physics effort led by FIU professor earns national recognition". Florida International University. Retrieved June 18, 2021.
  14. ^ Communications, Florida International University-Digital. "Zahra Hazari". case.fiu.edu. Retrieved 2024-03-21.
  15. ^ Cannady, Mac (2017-11-17). "What is STEM Identity? An Interview with Zahra Hazari" (PDF). Center for advancement of informal science education. Retrieved 2024-03-18.
  16. ^ Sadler, Philip M.; Sonnert, Gerhard; Hazari, Zahra; Tai, Robert (2012-01-23). "Stability and volatility of STEM career interest in high school: A gender study". Science Education. 96 (3): 411–427. Bibcode:2012SciEd..96..411S. doi:10.1002/sce.21007. ISSN 0036-8326.
  17. ^ Dabney, Katherine P.; Tai, Robert H.; Almarode, John T.; Miller-Friedmann, Jaimie L.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra (2012-03-01). "Out-of-School Time Science Activities and Their Association with Career Interest in STEM". International Journal of Science Education, Part B. 2 (1): 63–79. doi:10.1080/21548455.2011.629455. ISSN 2154-8455.
  18. ^ Godwin, Allison; Potvin, Geoff; Hazari, Zahra; Lock, Robynne (2016-04-18). "Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice". Journal of Engineering Education. 105 (2): 312–340. doi:10.1002/jee.20118. ISSN 1069-4730.
  19. ^ Communications, Florida International University-Digital. "Zahra Hazari". case.fiu.edu. Retrieved 2024-05-04.
  20. ^ "NSF Award Search: Award # 1721021 - Collaborative Research: Mobilizing Teachers to Increase Capacity and Broaden Women's Participation in Physics". www.nsf.gov. Retrieved 2024-05-04.

External links[edit]

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