Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom

Women are underrepresented at multiple levels of physics education. One avenue for understanding the classroom experiences that perpetuate underrepresentation is physics identity, defined using the three dimensions of recognition, performance, and competence. Existing literature suggests that women...

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Autores principales:	Marta R. Stoeckel, Gillian H. Roehrig
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/71529ef62e0f44d6bc4e5ec8a268032b
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spelling	oai:doaj.org-article:71529ef62e0f44d6bc4e5ec8a268032b2021-12-02T16:24:38ZGender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom10.1103/PhysRevPhysEducRes.17.0201022469-9896https://doaj.org/article/71529ef62e0f44d6bc4e5ec8a268032b2021-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020102http://doi.org/10.1103/PhysRevPhysEducRes.17.020102https://doaj.org/toc/2469-9896Women are underrepresented at multiple levels of physics education. One avenue for understanding the classroom experiences that perpetuate underrepresentation is physics identity, defined using the three dimensions of recognition, performance, and competence. Existing literature suggests that women tend to have a much weaker physics identity than men and that women tend to report a lower sense of competence in the form of self-efficacy than their male peers. This study examined confidence and self-efficacy as an aspect of physics identity in an AP Physics 1 class using a mixed-methods, sequential explanatory design. The quantitative data consisted of students’ actual and predicted scores on in-class assessments, which showed no statistically significant difference in the accuracy of students’ self-assessments by race or gender. To identify classroom activities that impacted self-efficacy, we collected responses to an open-ended prompt and conducted student interviews. Labs emerged as having both a positive and a negative impact on self-efficacy on many students, regardless of race or gender and male students were more likely to discuss peer-to-peer interactions as a source of self-efficacy. Boys also described figuring out how to apply concepts from labs to problem sets as an experience that contributed to their self-efficacy, while the only girl who mentioned problem sets described them as a negative experience. When describing evidence their teacher believed they are good at physics, boys focused on assessments where they had high scores, while girls focused on the feedback on assessments where they had low scores.Marta R. StoeckelGillian H. RoehrigAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020102 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Marta R. Stoeckel Gillian H. Roehrig Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
description	Women are underrepresented at multiple levels of physics education. One avenue for understanding the classroom experiences that perpetuate underrepresentation is physics identity, defined using the three dimensions of recognition, performance, and competence. Existing literature suggests that women tend to have a much weaker physics identity than men and that women tend to report a lower sense of competence in the form of self-efficacy than their male peers. This study examined confidence and self-efficacy as an aspect of physics identity in an AP Physics 1 class using a mixed-methods, sequential explanatory design. The quantitative data consisted of students’ actual and predicted scores on in-class assessments, which showed no statistically significant difference in the accuracy of students’ self-assessments by race or gender. To identify classroom activities that impacted self-efficacy, we collected responses to an open-ended prompt and conducted student interviews. Labs emerged as having both a positive and a negative impact on self-efficacy on many students, regardless of race or gender and male students were more likely to discuss peer-to-peer interactions as a source of self-efficacy. Boys also described figuring out how to apply concepts from labs to problem sets as an experience that contributed to their self-efficacy, while the only girl who mentioned problem sets described them as a negative experience. When describing evidence their teacher believed they are good at physics, boys focused on assessments where they had high scores, while girls focused on the feedback on assessments where they had low scores.
format	article
author	Marta R. Stoeckel Gillian H. Roehrig
author_facet	Marta R. Stoeckel Gillian H. Roehrig
author_sort	Marta R. Stoeckel
title	Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
title_short	Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
title_full	Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
title_fullStr	Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
title_full_unstemmed	Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
title_sort	gender differences in classroom experiences impacting self-efficacy in an ap physics 1 classroom
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/71529ef62e0f44d6bc4e5ec8a268032b
work_keys_str_mv	AT martarstoeckel genderdifferencesinclassroomexperiencesimpactingselfefficacyinanapphysics1classroom AT gillianhroehrig genderdifferencesinclassroomexperiencesimpactingselfefficacyinanapphysics1classroom
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Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom

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