Conference Proceedings Detail Page
written by
Laura McCullough
Women's participation in physics remains low, with only 20% of bachelor's degrees and 19% of PhDs in physics being awarded to women. The physics classroom may serve as a barrier to women's participation when the contexts of questions and examples are stereotypically male. To study the possible effects of male contexts on student responses, two versions of a physics conceptual exam were given to students. The first version, a conceptual test in broad use in the field, included stereotypically male contexts; the second, created for the study, included stereotypically female contexts. The physics content of the questions was the same. Examination of the results show that despite identical physics, students can change their responses based on the context presented in the question. Different patterns of change were exhibited: in some instances both men and women did better on female questions, in others only one gender improved. On some questions no change was seen. The conclusion of the study is that the contexts in which physics questions are presented can have an effect on student response, and can show gender differentiation. To encourage participation of all students, instructors need to be aware of the contexts in which they present their material.
ASQ Advancing the STEM Agenda in Education, the Workplace and Society
University of Wisconsin-Stout: July 19-20, 2011
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13428">McCullough, Laura. "Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context." Paper presented at the ASQ Advancing the STEM Agenda in Education, the Workplace and Society, University of Wisconsin-Stout, July 19-20, 2011.</a>
AIP Format
L. McCullough, , presented at the ASQ Advancing the STEM Agenda in Education, the Workplace and Society, University of Wisconsin-Stout, 2011, WWW Document, (http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf).
AJP/PRST-PER
L. McCullough, Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context, presented at the ASQ Advancing the STEM Agenda in Education, the Workplace and Society, University of Wisconsin-Stout, 2011, <http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf>.
APA Format
McCullough, L. (2011, July 19-20). Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context. Paper presented at ASQ Advancing the STEM Agenda in Education, the Workplace and Society, University of Wisconsin-Stout. Retrieved November 1, 2024, from http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf
Chicago Format
McCullough, Laura. "Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context." Paper presented at the ASQ Advancing the STEM Agenda in Education, the Workplace and Society, University of Wisconsin-Stout, July 19-20, 2011. http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf (accessed 1 November 2024).
MLA Format
McCullough, Laura. "Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context." ASQ Advancing the STEM Agenda in Education, the Workplace and Society. University of Wisconsin-Stout: 2011. 1 Nov. 2024 <http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf>.
BibTeX Export Format
@inproceedings{
Author = "Laura McCullough",
Title = {Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context},
BookTitle = {ASQ Advancing the STEM Agenda in Education, the Workplace and Society},
Address = {University of Wisconsin-Stout},
Month = {July 19-20},
Year = {2011}
}
Refer Export Format
%A Laura McCullough %T Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context %D July 19-20 2011 %C University of Wisconsin-Stout %U http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf %O ASQ Advancing the STEM Agenda in Education, the Workplace and Society %O July 19-20 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A McCullough, Laura %D July 19-20 2011 %T Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context %B ASQ Advancing the STEM Agenda in Education, the Workplace and Society %C University of Wisconsin-Stout %8 July 19-20 %U http://rube.asq.org/edu/2011/06/continuous-improvement/gender-differences-in-student-responses-to-physics-conceptual-questions-based-on-question-content.pdf Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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