Related papers: Gender Fairness within the Force Concept Inventory
Investigating student learning and understanding of conceptual physics is a primary research area within Physics Education Research (PER). Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual…
Although the gender gap in academia has narrowed, females are underrepresented within some fields in the USA. Prior research suggests that the imbalances between science, technology, engineering and mathematics fields may be partly due to…
Previous research has suggested that changing the percentage of the course grade associated with exam grades in STEM courses can change the gender gap in the course. It has also been shown that assessments with the highest stakes have the…
We add to a growing literature suggesting that demographic grade gaps should be attributed to biases embedded in the courses themselves. Changes in the structure of two different introductory physics classes were made while leaving the…
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…
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…
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…
Gender bias, a systemic and unfair difference in how men and women are treated in a given domain, is widely studied across different academic fields. Yet, there are barely any studies of the phenomenon in the field of academic information…
The set of polarizing force-identification (PFI) questions in the FCI consists of six items all basically asking only one question: the set of forces acting on a given body. Although it may sound trivial, these questions are among the most…
Conceptual tests are widely used by physics instructors to assess students' conceptual understanding and compare teaching methods. It is common to look at students' changes in their answers between a pre-test and a post-test to quantify a…
Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a concepts-first course may zero out another demographic…
This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…
We discuss the development of a research-based conceptual multiple-choice survey related to magnetism. We also discuss the use of the survey to investigate gender differences in students' difficulties with concepts related to magnetism. We…
The literature on the theme of gender differences in research performance indicates a quite evident gap in favor of men over women. Beyond the understanding of the factors that could be at the basis of this phenomenon, it is worthwhile…
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…
Gender inequity is one of the biggest challenges facing the STEM workforce. While there are many studies that look into gender disparities within STEM and academia, the majority of these have been designed and executed by those unfamiliar…
This study investigates differences in student responses to in-class and online administrations of the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), and the Colorado Learning Attitudes about Science…
The historical and contemporary under-attribution of women's contributions to scientific scholarship is well-known and well-studied, with effects that are felt today in myriad ways by women scientists. One measure of this under-attribution…
Item Response Theory (IRT) has been widely used in educational psychometrics to assess student ability, as well as the difficulty and discrimination of test questions. In this context, discrimination specifically refers to how effectively a…
While research on applications and evaluations of explanation methods continues to expand, fairness of the explanation methods concerning disparities in their performance across subgroups remains an often overlooked aspect. In this paper,…