Related papers: Attributing equity gaps to course structure in int…
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 addendum shows that a demographic grade gap is best understood using a course deficit model rather than the more common student deficit model. Students from a concepts-first class took the same final exam as the three other classes…
In previous work we analyzed databases for 95 classes to show that the percent grade scale was correlated with a much higher student fail rate than the 4.0 grade scale. This paper builds on this work and investigates equity gaps occurring…
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…
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…
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…
We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and…
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.…
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…
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…
Many STEM degrees require passing an introductory physics course. Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations…
We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that male advantage may arise from multiple-choice style questions, and that scaffolding may…
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…
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…
The success of collaborative instruction in helping students achieve higher grades in introductory science, technology, engineering, and mathematics (STEM) courses has led many educators and researchers to assume these methods also address…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
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…
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent…
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…
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…