Related papers: Gender Differences in Undergraduate Physics Course…

Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This…

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…

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields.…

There is consistent and growing evidence that physics instruction disproportionately harms female students' self-efficacy, their beliefs about their ability to learn and do physics. This harm is problematic because self-efficacy supports…

This study examines the complex interplay of gender and other demographics on continuation rates in high school physics. Using a diverse dataset that combines demographics from the Canadian Census and eleven years of gendered enrolment data…

At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture-setting, or in a reformed studio setting. In this…

The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, focusing on whether students…

There is a significant underrepresentation of women in many Science, Technology, Engineering, and Mathematics (STEM) majors and careers. Prior research has shown that self-efficacy can be a critical factor in student learning, and that…

Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…

Gender bias, reduced sense of belonging, and lower physics self-efficacy are among the challenges faced by female students who choose to study physics. Prior studies focusing on this underrepresented group have examined the experiences and…

Gaining recognition as a physics person by peers is an important contributor to undergraduate students' physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less…

This study examines physics students' evaluations of identical, video-recorded lectures performed by female and male actors playing the role of professors. The results indicate that evaluations by male students show statistically…

An analysis of barriers to women's participation in physics education is presented. It is expected that in undergraduate physics the most common situation for a women is that she is cisgender and one of a numerical minority in the…

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…

Historically, physics has been a predominantly male field, with previous literature showing there is little diversity amongst U.S. physics students at the undergraduate and graduate levels. Recent research indicates that the lack of…

There has been an increasing trend of females performing better than males academically across the mathematical engineering courses. To confirm this assumption, final marks of two independent samples of students from Calculus courses across…

Students' beliefs about the extent to which meaningful others, including their peers, recognize them as a strong science student are correlated with their persistence in science courses and careers. Yet, prior work has found a gender bias…

The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and…

The persistent underrepresentation of women and gender minorities within the physical sciences remains a significant issue. This study investigates gender dynamics in introductory algebra-based physics laboratories, focusing on…

While laboratory instruction is a cornerstone of physics education, the impact of student behaviours in labs on retention, persistence in the field, and the formation of students' physics identity remains an open question. In this study, we…