Related papers: Gender response to Einsteinian physics interventio…
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…
We review the literature on the gender gap on concept inventories in physics. Across studies of the most commonly used mechanics concept inventories, the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE), mens…
Many prior studies have found a gender gap between male and female students' performance on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students…
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…
We extend on previous research on the Force Concept Inventory (FCI) given to first year classical mechanics students (N=66 students, over four years) pre and post score, for students on an international (global) course at Osaka University.…
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…
Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based…
Despite the legislation in force in most countries and the discourse on gender equality, the observed reality, still today, shows a clear picture of inequality and restrictions for women, particularly when the issue is the choice of a…
In this study, we adapt prior identity framework to investigate the effect of learning environment (including perceived recognition, peer interaction and sense of belonging) on students' physics self-efficacy, interest and identity by…
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…
Why is modern physics still today, more than 100 years after its birth, the privilege of an elite of scientists and unknown for the great majority of citizens? The answer is simple, since modern physics is in general not present in the…
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…
A recent paper used structural equation modeling to infer effects of gender-dependent student attitudes on several outcomes of introductory physics courses. The model used is precisely Markov equivalent to an equally plausible approximation…
Recent studies provide evidence that social constructivist pedagogical methods such as active learning, interactive engagement, and inquiry-based learning, while pedagogically more effective, can enable inequities in the classroom. By…
Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is…
Despite nation efforts to promote diversity and inclusion, women and gender minorities remain underrepresented in physics. One common approach to studying gender in physics contexts treats gender as a categorical identity variable (e.g.…
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…
We present results of a combined study from three UK universities where we investigate the existence and persistence of a performance gender gap in conceptual understanding of Newtonian mechanics. Using the Force Concept Inventory, we find…
Gender representation in the physical sciences remains inequitable and continues to lag behind other fields. Even though there exists adequate documentation regarding programmatic postures and innovations, difficulties persist within the…
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for the participation of women in physics. Research also shows…