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Grades provide students with their primary performance feedback: signals which affect academic choices. Variations in grading practice among courses impose grade penalties (and bonuses) on students who take them. These grade penalties are…
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…
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…
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 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…
Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research based pedagogical techniques in flipped and…
There is growing interest in the introduction of Einsteinian concepts of space, time, light and gravity across the entire school curriculum. We have developed intervention programs and measured their effectiveness in terms of student…
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 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…
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…
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…
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…
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…
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…
Introductory mechanics ("physics 1") is a critical gateway course for students desiring to pursue a STEM career. A major challenge with this course is that there is a large spread in the students' incoming physics preparation, and this…
A simple model to help students see the connections between a physics course and their engineering major is described. "Bridging" had positive effects on performance, attitude, and motivation, as measured by grade analyses, surveys, and…
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…
When assessing student work, graders will often find that some students will leave one or more problems blank on assessments. Since there is no work shown, the grader has no means to evaluate the student's understanding of a particular…
The absence of women among academic staff in physics is in the focus of our research. To explore the causes of this gender imbalance, we conducted a nationwide representative survey among Ph.D. students and interviews with Ph.D. students…