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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…
There is consistent and growing evidence that physics instruction disproportionately harms female students' self-efficacy, their beliefs about their ability to learn and do physics. This harm is problematic because self-efficacy supports…
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…
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…
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…
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…
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…
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…
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.…
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…
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…
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 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…
The Conceptual Survey of Electricity and Magnetism (CSEM) is a multiple-choice survey that contains a variety of electricity and magnetism concepts from Coulomb's law to Faraday's law at the level of introductory physics used to help inform…
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…
Students face diverse pathways as they journey through undergraduate study. The analysis of student course records can untangle common patterns in course progression, and identify group trends in student outcomes. The current work examines…
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 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…
We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. This work expands upon…