Related papers: The impact of stereotype threat on gender gap in i…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
It has been found that activation of a stereotype, for example by indicating one's gender before a test, typically alters performance in a way consistent with the stereotype, an effect called "stereotype threat". On a standardized…
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…
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…
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how 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 force concept inventory (FCI) is one of the research-based assessments (RBAs) established by the physics education research (PER) community to measure students' understanding of Newtonian mechanics. Former works have often recorded the…
A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…
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…
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…
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…
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…
A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show…
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…
Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely-crossed…
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…
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…
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.…
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.…
We discuss a study in a first year college introductory physics course for physical science and engineering majors that shows that women, on average, feel less recognized by their physics instructors than men as students who can excel in…