How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses

Sonja Cwik,Chandralekha Singh

doi:10.1103/physrevphyseducres.17.020143

Sonja Cwik, Chandralekha Singh

Open Access

https://doi.org/10.1103/physrevphyseducres.17.020143

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Abstract

How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses

Highlights

AND THEORETICAL FRAMEWORKWhile prior studies have investigated issues pertaining to women’s representation in science, technology, engineering, and math (STEM) fields [1,2,3,4,5,6,7,8,9,10,11,12,13,14], most studies in college physics courses have focused on courses in which women are outnumbered by men
Since we did not find any statistically significant moderation by gender, we tested the theoretical model in a mediation analysis, using gender as a variable directly predicting items to examine the resulting structural paths between constructs
Women taking traditionally taught algebra-based physics courses have lower motivational beliefs than men at the end of physics 2, a pattern similar to what we observed in the calculus-based physics courses [67,71], despite the higher representation of women in the former—62% of students versus 30%, respectively

Summary

Introduction

AND THEORETICAL FRAMEWORKWhile prior studies have investigated issues pertaining to women’s representation in science, technology, engineering, and math (STEM) fields [1,2,3,4,5,6,7,8,9,10,11,12,13,14], most studies in college physics courses have focused on courses in which women are outnumbered by men. Several studies reported gender disparity in students’ performance in some STEM disciplines [15,16,17]. In these studies, several factors have been studied that negatively impact women and could lead to their underrepresentation and underperformance. Some of the factors include societal stereotypes and biases about who belongs in these fields as well as the potentially intertwined issue of motivational beliefs, such as self-efficacy, interest, and identity pertaining to STEM disciplines [18,19,20,21,22,23,24,25,26].

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