Investigating the Source of the Gender Gap in Introductory Physics

Abstract

Abstract. Our previous research showed that despite the use of interactive engagement techniques at our institution, the difference in performance between men and women on a conceptual learning survey persisted from pre to post test. This paper reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average post test scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average post test scores. Finally, we analyze other factors in addition to the pretest score that could influence the post test score and find that gender does not account for a meaningful portion of the variation in post test scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills.

Undergraduate Engineering Students’ Understanding of Heat, Temperature, and Energy: An Examination by Gender and Major

“…A pattern of females having lower pre-test scores on conceptual assessments than males has been revealed in physics education research (e.g., Docktor & Heller, 2008;Kost, Pollock, & Finkelstein, 2007;Noack, AN EXAMINATION BY GENDER AND MAJOR 128 Antimirova, & Milner-Bolotin, 2009). For example, Kost, Pollock, and Finkelstein (2007) found that a greater percentage of females were in the low pre-test score group than males when given the Force and Motion Concept Evaluation (FMCE) (Thornton & Sokoloff, 1998).…”

“…The researchers also determined that pre-test scores accounted for 34% of the variance in post-test scores. Kost, Pollock, and Finkelstein (2007) concluded that the gender gaps revealed the result of differences in preparation.…”

“…Belenky, Clinchy, Goldberger, and Tarule (1986) examined the impact of gender on the development of cognitive reasoning. Other researchers have compared males' and females' performance in physics (e.g., Docktor & Heller, 2008;Kost, Pollock, & Finkelstein, 2007;Noack, Antimirova, & Milner-Bolotin). Still others have considered the impact of multiple variables on gender differences in understanding science content (e.g., Chambers & Andre, 1997;Noack, Antimirova, & Milner-Bolotin, 2009).…”

“…For example, Kost, Pollock, and Finkelstein (2007) found that a greater percentage of females were in the low pre-test score group than males when given the Force and Motion Concept Evaluation (FMCE) (Thornton & Sokoloff, 1998). The researchers also determined that pre-test scores accounted for 34% of the variance in post-test scores.…”

“…Given previous literature from physics education (e.g., Docktor & Heller, 2008;Kost, Pollock, & Finkelstein, 2007;Noack, Antimirova, & Milner-Bolotin, 2009), it was predicted that female engineering students would show a pattern of lower pre-test scores than male engineering majors. Finally, since previous research had found some gendered findings confounded by major (e.g., Chambers & Andre, 1997;Noack, Antimirova, & Milner-Bolotin, 2009), this study sought to determine whether there were significant differences in understanding of heat transfer concepts by engineering major and whether major interacted significantly with gender.…”