How inclusiveness of learning environment predicts female and male students� physics grades and motivational beliefs in introductory physics courses

Abstract

In this study, we adapted a prior identity framework to investigate how students' perception of the inclusiveness of the learning environment (including sense of belonging, peer interaction and perceived recognition) in an introductory physics course predicts their course grades and physics motivational beliefs (including self-efficacy, interest and identity) at the end of this course. We found signatures of inequitable and non-inclusive learning environment in that female students' mean scores for sense of belonging, peer interaction and perceived recognition were all lower than male students' in the course. In addition, we found that female students had lower average course grades than male students. Using structural equation modeling, we found that students' perception of the inclusiveness of the learning environment predicts their self-efficacy, interest, identity and grades at the end of the course even after controlling for students' gender, motivational beliefs and grades in a previous course as well as their high school GPA and SAT math scores. In particular, students' perceived recognition, e.g., by instructors and teaching assistants, played a major role in predicting students' physics identity, and students' sense of belonging in physics played an important role in explaining the change in students' physics self-efficacy. Our findings can be helpful for creating an inclusive and equitable learning environment in which all students can excel.

The effects of active learning on students’ sense of belonging and academic performance in introductory physics courses

“…Prior studies have shown that students' sense of belonging plays an important role in their persistence and retention in physics, particularly for students from historically marginalized groups in this field [16,17]. Additionally, earlier studies have indicated that sense of belonging is a critical component of students' perception of the inclusiveness of the learning environment, predicting both their psychological and academic outcomes in physics courses [18][19][20]. For example, sense of belonging has been shown to directly predict students' physics self-efficacy and interest, as well as their performance in physics conceptual inventories and course grades [18][19][20][21][22].…”

“…Additionally, earlier studies have indicated that sense of belonging is a critical component of students' perception of the inclusiveness of the learning environment, predicting both their psychological and academic outcomes in physics courses [18][19][20]. For example, sense of belonging has been shown to directly predict students' physics self-efficacy and interest, as well as their performance in physics conceptual inventories and course grades [18][19][20][21][22]. Various factors have been identified as influencing students' sense of belonging in physics courses, including their interactions with instructors and peers, the presence of role models, and the prevalence of stereotypes in the field [23].…”