Abstract
[This paper is part of the Focused Collection on Gender in Physics.] In this article, we draw on previous reports from physics, science education, and women’s studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER examines gender differences in participation, performance, and attitudes toward physics. We have three critiques of this work: (i) it does not question whether the achievements of men are the most appropriate standard, (ii) individual experiences and student identities are undervalued, and (iii) the binary model of gender is not questioned. Driven by these critiques, we propose a conception of gender that is more up to date with other fields and discuss gender as performance as an extended example. We also discuss work on the intersection of identities [e.g., gender with race and ethnicity, socioeconomic status, lesbian, gay, bisexual, and transgender (LGBT) status], much of which has been conducted outside of physics. Within PER, some studies examine the intersection of gender and race, and identify the lack of a single identity as a key challenge of “belonging” in physics. Acknowledging this complexity enables us to further critique what we term a binary gender deficit model. This framework, which is implicit in much of the gender-based PER, casts gender as a fixed binary trait and suggests that women are deficient in characteristics necessary to succeed. Alternative models of gender allow a greater range and fluidity of gender identities, and highlight deficiencies in data that exclude women’s experiences. We suggest new investigations that diverge from this expanded gender framework in PER.Received 29 January 2015DOI:https://doi.org/10.1103/PhysRevPhysEducRes.12.020114Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionPhysics Education Research
Highlights
Over the past several decades, physics education researchers have systematically studied the teaching and learning of physics
Since Hake published his oft-cited paper in the American Journal of Physics [7], the physics education research (PER) community has agreed that interactive engagement, or reformed pedagogy is superior to traditional “transmissionist” methods of teaching physics
We have presented the case that genderbased PER to date has tended to focus along relatively narrow lines of investigation
Summary
Over the past several decades, physics education researchers have systematically studied the teaching and learning of physics. The conceptual frameworks used to treat gender in physics education research (PER) have remained largely unchanged over the past two decades. This relative stagnation is a marked contrast with other areas of PER, as noted below. Transgender ( trans or trans*) individuals have a gender identity that differs from their biological sex They may or may not express this gender identity outwardly, depending on a range of factors including personal preference, social pressures, or workplace or classroom pressures. That means that we are using different words than the authors we cite
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
