Gender Disparities in Physics Beliefs and the Role of Inclusiveness in Learning Environments for Bioscience Majors

Основные понятия

Even in physics courses where women are the majority, they experience a disadvantage in physics self-efficacy, interest, and identity, highlighting the need for equitable and inclusive learning environments to address systemic issues and promote success for all students.

Аннотация

• Bibliographic Information: Cwik, S., & Singh, C. (2023). Role of inclusiveness of learning environment in predicting students’ outcomes in courses in which women are not underrepresented. Physical Review Physics Education Research.
• Research Objective: This study investigates the impact of perceived inclusiveness of the learning environment on the physics self-efficacy, interest, and identity of students in an algebra-based introductory physics course where women outnumber men.
• Methodology: A validated survey was administered to 501 students (65% female, 35% male) at the beginning and end of an algebra-based introductory physics course. The survey measured students' physics self-efficacy, interest, identity, sense of belonging, perceived recognition, and peer interaction. Structural Equation Modeling (SEM) was used to analyze the relationships between these variables.
• Key Findings:
  • Female students reported lower physics self-efficacy, interest, and identity compared to male students, despite being the majority in the course.
  • Both male and female students experienced a decline in self-efficacy and interest from the beginning to the end of the course.
  • Students' sense of belonging, perceived recognition by instructors and peers, and the quality of peer interaction were significant predictors of their physics self-efficacy, interest, and identity.
• Main Conclusions: The study highlights the importance of creating inclusive learning environments in physics, even in courses where women are not underrepresented. Factors like a sense of belonging, positive peer interactions, and feeling recognized contribute significantly to students' self-efficacy, interest, and identity in physics.
• Significance: This research emphasizes the need to address systemic issues and implicit biases within physics education to create a more equitable and supportive learning experience for all students.
• Limitations and Future Research: The study was conducted at a single institution and focused on an algebra-based physics course. Future research could explore these relationships in different institutional contexts and across various physics courses. Further investigation into specific interventions and pedagogical approaches that effectively foster inclusivity in physics classrooms is also warranted.

Статистика

The study analyzed data from 501 students.
Women made up approximately 65% of the student population in the study.
Male students had a mean perceived recognition score of 2.22 on a 4-point scale.
Female students had a mean perceived recognition score of 1.92 on a 4-point scale.

Цитаты

Ключевые выводы из

Role of inclusiveness of learning environment in predicting students' outcomes in courses in which women are not underrepresented

by Sonja Cwik, ... в arxiv.org 10-24-2024

https://arxiv.org/pdf/2410.17451.pdf

Дополнительные вопросы

How can physics departments implement systemic changes to address implicit biases and create more inclusive learning environments for all students?

Physics departments can implement a multi-pronged approach to address implicit biases and foster inclusivity:
1. Acknowledge and Address Implicit Bias:

Training: Mandatory implicit bias training for faculty, staff, and TAs can help them recognize and mitigate their own biases. This training should be ongoing and integrated into professional development.
Data Collection and Analysis: Departments should collect and analyze demographic data on student performance, participation in research opportunities, and experiences of the learning environment. This data can reveal disparities and inform targeted interventions.
2. Create an Inclusive Curriculum:

Representation Matters: Incorporate examples and contributions of physicists from diverse backgrounds into the curriculum. This can challenge stereotypes and show students that physics is a field for everyone.
Contextualization: Connect physics concepts to real-world applications relevant to a diverse student body. This can make the subject more engaging and demonstrate its relevance to a wider range of career paths.
3. Foster a Sense of Belonging:

Active Learning: Implement active learning strategies that encourage collaboration and peer interaction. This can help students feel more comfortable asking questions and participating in class.
Mentoring Programs: Establish mentoring programs that pair students with faculty or peers who can provide support and guidance. This is particularly important for students from underrepresented groups who may not have access to the same networks of support.
Inclusive Language: Encourage the use of inclusive language in the classroom and in departmental communications. This includes using gender-neutral terms, avoiding jargon, and being mindful of cultural differences.
4. Promote Equitable Evaluation:

Transparent Grading Rubrics: Provide clear and transparent grading rubrics that minimize the potential for bias in assessment.
Diverse Assessment Methods: Utilize a variety of assessment methods beyond traditional exams, such as projects, presentations, and lab reports. This can provide opportunities for students with different learning styles to demonstrate their understanding.
5. Institutional Support and Accountability:

Reward Inclusive Practices: Recognize and reward faculty who demonstrate a commitment to inclusive teaching and mentoring. This can be done through awards, promotions, and other forms of recognition.
Accountability Mechanisms: Establish clear accountability mechanisms to ensure that departments are making progress towards their diversity and inclusion goals. This could involve regular assessments, reports, and action plans.
By taking a systemic approach that addresses implicit bias at all levels, physics departments can create a more equitable and inclusive learning environment where all students feel supported and empowered to succeed.

Could the decline in self-efficacy and interest among both male and female students be attributed to factors beyond the learning environment, such as societal expectations or career prospects?

Yes, absolutely. While the learning environment plays a crucial role, the decline in self-efficacy and interest in physics, particularly among women, can be significantly influenced by factors beyond the classroom:

Societal Stereotypes and Expectations: Persistent societal stereotypes associate physics with "brilliance" and "genius," traits often attributed more to men. This can lead women to doubt their abilities and feel like they don't belong in the field, even before they step into a physics classroom.
Lack of Role Models: The underrepresentation of women in physics, especially in higher education and leadership positions, can make it difficult for female students to envision themselves pursuing physics careers.
Career Prospects and Work-Life Balance: Perceptions of limited career options, competitive work environments, and challenges achieving work-life balance in physics can deter both men and women from pursuing the field.
Media Representation: The media often portrays physicists in stereotypical ways, which can reinforce existing biases and discourage students from diverse backgrounds.
Addressing these external factors is crucial:

Early Intervention: Efforts to challenge stereotypes and promote STEM fields to girls should begin early in their education.
Highlighting Diverse Role Models: Showcasing the achievements and career paths of successful physicists from diverse backgrounds can inspire students and challenge stereotypes.
Career Counseling and Support: Providing students with realistic information about physics careers, work environments, and work-life balance can help them make informed decisions.
Advocacy and Policy Changes: Systemic changes are needed to address gender inequities in STEM fields, such as promoting equal pay, providing affordable childcare, and creating family-friendly work policies.
It's essential to recognize that the decline in self-efficacy and interest is often a complex interplay of classroom experiences and broader societal influences. Addressing both is vital to creating a more equitable and inclusive physics community.

If interest in physics is indeed strongly correlated with pre-existing interest, how can educators spark curiosity and engagement in students who may not initially perceive themselves as "physics people"?

Even if pre-existing interest plays a role, educators can still ignite curiosity and engagement in physics among students who may not initially see themselves as "physics people":
1. Make it Relevant:

Real-World Connections: Connect physics concepts to everyday phenomena, current events, and technologies that students use and care about. For example, discuss the physics of music, sports, smartphones, or climate change.
Career Exploration: Invite guest speakers from diverse physics-related careers to share their experiences and highlight the wide range of opportunities available.
2. Foster Active Learning and Exploration:

Hands-on Activities and Experiments: Engage students in inquiry-based activities, experiments, and demonstrations that allow them to explore physics concepts firsthand.
Interactive Simulations and Visualizations: Utilize simulations and visualizations to make abstract concepts more concrete and accessible.
3. Create a Welcoming and Inclusive Classroom Culture:

Growth Mindset: Emphasize that intelligence and ability in physics are not fixed but can be developed through effort and learning.
Value Diverse Perspectives: Encourage students to share their ideas and questions, regardless of their prior experience with physics.
Collaborative Learning: Structure group work and peer learning opportunities to foster a sense of community and support.
4. Tap into Students' Interests:

Choice and Personalization: Provide students with choices in assignments and projects, allowing them to explore physics topics that align with their interests.
Interdisciplinary Connections: Highlight the connections between physics and other fields, such as art, music, history, or biology.
5. Storytelling and Narrative:

History and Stories of Scientists: Share the stories of diverse physicists and their journeys of discovery, emphasizing their struggles and triumphs.
Relatable Examples: Use examples and analogies that resonate with students' lives and experiences.
By making physics relevant, engaging, and inclusive, educators can spark curiosity and inspire a love of learning in all students, regardless of their initial perceptions of the subject.