$Gender inequity in individual participation within physics and science, technology, engineering, and math courses$
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Gender inequity in individual participation within physics and science, technology, engineering, and math courses

Gender inequities continue to persist within science, technology, engineering, and mathematics (STEM) disciplines, even at the undergraduate level. This has led researchers to further examine potential factors that contribute to retention and persistence of undergraduates in STEM fields. In this stu...

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Autores principales:	Alessandra M. York, Angela Fink, Siera M. Stoen, Elise M. Walck-Shannon, Christopher M. Wally, Jia Luo, Jessica D. Young, Regina F. Frey
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/d824e62b0b224136984121cedd70a1d2
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spelling	oai:doaj.org-article:d824e62b0b224136984121cedd70a1d22021-12-02T16:41:53ZGender inequity in individual participation within physics and science, technology, engineering, and math courses10.1103/PhysRevPhysEducRes.17.0201402469-9896https://doaj.org/article/d824e62b0b224136984121cedd70a1d22021-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020140http://doi.org/10.1103/PhysRevPhysEducRes.17.020140https://doaj.org/toc/2469-9896Gender inequities continue to persist within science, technology, engineering, and mathematics (STEM) disciplines, even at the undergraduate level. This has led researchers to further examine potential factors that contribute to retention and persistence of undergraduates in STEM fields. In this study using classroom observations, we examined gender equity in individual verbal participation in large introductory physics courses, and compared our results to observations in introductory courses in other STEM disciplines. We found that in introductory physics courses, men had disproportionately higher rates of individual verbal participation than women. Observation-level analysis confirmed that three-quarters (76.2%) of the physics observations had descriptively higher than expected participation by men and almost a quarter of observations (23.8%) were statistically significant for a gender imbalance in individual verbal participation. We then sought to determine if any pedagogical strategies or student behaviors correlated with a more equitable classroom to better understand what drives gender inequity in participation, and found three classroom behaviors—an increasing amount of instructor questions, group responses from students, and student questions—correspond with a more gender equitable classroom. Student-level survey data, which mirrors the observation data, also show that self-reported levels of individual participation have small, significant correlations with both course-level belonging and inclusivity. The introductory physics results were mostly replicated in the other STEM disciplines, despite their differences in course structure. The patterns of individual participation were still disproportionately higher for men, with two-thirds of observations displaying a bias towards more men participating. Student-level survey data continued to mirror the observation data, and small, significant correlations between student self-reported participation and course-level belonging and inclusion were found. However, only the number of student questions correlated with a more equitable classroom in other STEM courses. This study extends the conversation on the relationship between active learning and equity in the classroom, demonstrating a need to move beyond mere inclusion of active pedagogies towards proactive facilitation of equitable and comfortable verbal participation by all students. Practical strategies for encouraging inclusive classroom dialogue, such as transparency, growth-mindset messaging, and multiple modes of engagement, are discussed.Alessandra M. YorkAngela FinkSiera M. StoenElise M. Walck-ShannonChristopher M. WallyJia LuoJessica D. YoungRegina F. FreyAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020140 (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 Alessandra M. York Angela Fink Siera M. Stoen Elise M. Walck-Shannon Christopher M. Wally Jia Luo Jessica D. Young Regina F. Frey Gender inequity in individual participation within physics and science, technology, engineering, and math courses
description	Gender inequities continue to persist within science, technology, engineering, and mathematics (STEM) disciplines, even at the undergraduate level. This has led researchers to further examine potential factors that contribute to retention and persistence of undergraduates in STEM fields. In this study using classroom observations, we examined gender equity in individual verbal participation in large introductory physics courses, and compared our results to observations in introductory courses in other STEM disciplines. We found that in introductory physics courses, men had disproportionately higher rates of individual verbal participation than women. Observation-level analysis confirmed that three-quarters (76.2%) of the physics observations had descriptively higher than expected participation by men and almost a quarter of observations (23.8%) were statistically significant for a gender imbalance in individual verbal participation. We then sought to determine if any pedagogical strategies or student behaviors correlated with a more equitable classroom to better understand what drives gender inequity in participation, and found three classroom behaviors—an increasing amount of instructor questions, group responses from students, and student questions—correspond with a more gender equitable classroom. Student-level survey data, which mirrors the observation data, also show that self-reported levels of individual participation have small, significant correlations with both course-level belonging and inclusivity. The introductory physics results were mostly replicated in the other STEM disciplines, despite their differences in course structure. The patterns of individual participation were still disproportionately higher for men, with two-thirds of observations displaying a bias towards more men participating. Student-level survey data continued to mirror the observation data, and small, significant correlations between student self-reported participation and course-level belonging and inclusion were found. However, only the number of student questions correlated with a more equitable classroom in other STEM courses. This study extends the conversation on the relationship between active learning and equity in the classroom, demonstrating a need to move beyond mere inclusion of active pedagogies towards proactive facilitation of equitable and comfortable verbal participation by all students. Practical strategies for encouraging inclusive classroom dialogue, such as transparency, growth-mindset messaging, and multiple modes of engagement, are discussed.
format	article
author	Alessandra M. York Angela Fink Siera M. Stoen Elise M. Walck-Shannon Christopher M. Wally Jia Luo Jessica D. Young Regina F. Frey
author_facet	Alessandra M. York Angela Fink Siera M. Stoen Elise M. Walck-Shannon Christopher M. Wally Jia Luo Jessica D. Young Regina F. Frey
author_sort	Alessandra M. York
title	Gender inequity in individual participation within physics and science, technology, engineering, and math courses
title_short	Gender inequity in individual participation within physics and science, technology, engineering, and math courses
title_full	Gender inequity in individual participation within physics and science, technology, engineering, and math courses
title_fullStr	Gender inequity in individual participation within physics and science, technology, engineering, and math courses
title_full_unstemmed	Gender inequity in individual participation within physics and science, technology, engineering, and math courses
title_sort	gender inequity in individual participation within physics and science, technology, engineering, and math courses
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/d824e62b0b224136984121cedd70a1d2
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Gender inequity in individual participation within physics and science, technology, engineering, and math courses

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