Gender Differences in Students' Perceived Experiences in Introductory Physics Lauren Kost Steven Pollock, Noah Finkelstein Department of Physics University of Colorado at Boulder July 28, 2009

Acknowledgments Physics faculty: Michael Dubson Noah Finkelstein Kathy Perkins Steven Pollock Carl Wieman Ph. D. students: Charles Baily Lauren Kost Benjamin Spike Chandra Turpen Postdocs: Stephanie Chasteen Steven Goldhaber Laurel Mayhew Archie Paulson Noah Podolefsky School of Ed members: Valerie Otero Kara Gray Heidi Iverson May Lee Bud Talbott III This material is based upon work supported by the National Science Foundation under Grant No. REC , CAREER: Physics Education and Contexts of Student Learning. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the NSF

Background Gender Gap on FMCE Partial Interactive Engagement Full Interactive Engagement A persistent gender gap exists at our institution.

Background End-of-Term Survey Three prior semesters of data Questions about components of course –Clicker Questions- Exams –Tutorials- Homework NO consistent gender differences –Usefulness for learning –Enjoyable –Comfort discussing with peers, TAs

How comfortable do you feel discussing the physics content with your peers during clicker questions? p = 0.3

New Survey Questions about student experiences Areas identified from literature –Physics Identity –Epistemology –Sources of Self-Efficacy

Courses Studied Calc-based Intro Mechanics (N=887) Curriculum was identical Different professors Student populations similar FallSpring FMCE Pre32% FMCE Post72%69% FMCE Post M-F18%11%

Sense of Physics Identity “The way a person understands and views himself, and is viewed by others” 1 “who they think they are … and who they want to be.” 2 1 J. Lave & E. Wenger, Situated Learning, N.W. Brickhouse, et. al. J. Res. Sci. Teach. 37, 441 (2000).

Physics Identity I feel like I could be a good physicist. p < 0.001

Physics Identity Other students in this class were easy to relate to. p = 0.6

Physics Identity (7 questions) Identity FMCE Posttest 0.24* Course Grade 0.32*

Physics Self-Efficacy The beliefs that people have about their ability to complete a specific task. 3 SE beliefs influence choices and effort. 3 Four sources of self-efficacy 4 : Mastery experience Vicarious experience Verbal and social persuasions Emotional and physiological responses 4 E.L. Usher & F. Pajares, Rev. Ed. Res. 78, 751 (2008). 3 A. Bandura, Psych. Rev. 84, 191 (1977). 5 H. Fencl & K. Scheel, J. Col. Sci. Teach. 35, 20 (2005). Questions from Sources of Self-Efficacy in Science Courses – Physics. 5

Physics Self-Efficacy I worried about my ability to solve physics problems on exams. p < 0.001

Physics Self-Efficacy Physics makes me feel uneasy. p < 0.001

Physics Self-Efficacy (4 questions) Self-Efficacy FMCE Posttest 0.38* Course Grade 0.50*

Controlling for Exam Score Even when controlling for exam score, females have significantly lower self-efficacy than males.

Conclusions We find significant gender differences in student experiences related to identity and self-efficacy Identity and self-efficacy are correlated with student grades and conceptual performance Both are possible targets of future interventions to alleviate gender disparity

Thank You Find more info at: Come see my poster tonight: –PST2N-07 – Unpacking the Gender Gap in Introductory Physics

Impact of Pretest on Post Test r pre,post = % 19% 8% 22% 21% 16% 14% 22% 20% 21%

Regression Analysis Control for prior physics and math knowledge and incoming attitudes and beliefs Multiple Regression –The average posttest gender difference is 3% (reduced from the observed difference of 10%). –70% of the gender gap is accounted for by background differences.

Conclusions (II) Gender differences exist in several components of introductory course Males and females are differently prepared Differences in male and female backgrounds account for about 70% of the gender gap How do males and females experience the introductory physics course?

Different Experiences

Physics Self-Efficacy The beliefs that people have about their ability to complete a specific task. 3 SE beliefs influence choices and effort. 3 Four sources of self-efficacy 4 : Mastery experience Vicarious experience Verbal and social persuasions Emotional and physiological responses 3 A. Bandura, Psych. Rev. 84, 191 (1977). 4 E.L. Usher & F. Pajares, Rev. Ed. Res. 78, 751 (2008).