Journal Article Detail Page
written by
James Day, Jared B. Stang, N. G. Holmes, Dhaneesh Kumar, and Doug A. Bonn
It is established that male students outperform female students on almost all commonly used physics concept inventories. However, there is significant variation in the factors that contribute to the gap, as well as the direction in which they influence it. It is presently unknown if such a gender gap exists on the relatively new Concise Data Processing Assessment (CDPA) and, therefore, whether gendered actions in the teaching lab might influence--or be influenced by--the gender gap. To begin to get an estimates of the gap, its predictors, and its correlates, we have measured performance on the CDPA at the pretest and post-test level. We have also made observations of how students in mixed-gender partnerships divide their time in the lab. We find a gender gap on the CDPA that persists from pre- to post-test and that is as big as, if not bigger than, similar reported gaps. We also observe compelling differences in how students divide their time in the lab. In mixed-gender pairs, male students tend to monopolize the computer, female and male students tend to share the equipment equally, and female students tend to spend more time on other activities that are not the equipment or computer, such as writing or speaking to peers. We also find no correlation between computer use, when students are presumably working with their data, and performance on the CDPA post-test. In parallel to our analysis, we scrutinize some of the more commonly used approaches to similar data. We argue in favor of more explicitly checking the assumptions associated with the statistical methods that are used and improved reporting and contextualization of effect sizes. Ultimately, we claim no evidence that female students are less capable of learning than their male peers, and we suggest caution when using gain measures to draw conclusions about differences in science classroom performance across gender.
Physical Review Physics Education Research: Volume 12, Issue 2, Pages 020104
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=14092">Day, J, J. Stang, N. Holmes, D. Kumar, and D. Bonn. "Gender gaps and gendered action in a first-year physics laboratory." Phys. Rev. Phys. Educ. Res. 12, no. 2, (August 1, 2016): 020104.</a>
AIP Format
J. Day, J. Stang, N. Holmes, D. Kumar, and D. Bonn, , Phys. Rev. Phys. Educ. Res. 12 (2), 020104 (2016), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.12.020104).
AJP/PRST-PER
J. Day, J. Stang, N. Holmes, D. Kumar, and D. Bonn, Gender gaps and gendered action in a first-year physics laboratory, Phys. Rev. Phys. Educ. Res. 12 (2), 020104 (2016), <https://doi.org/10.1103/PhysRevPhysEducRes.12.020104>.
APA Format
Day, J., Stang, J., Holmes, N., Kumar, D., & Bonn, D. (2016, August 1). Gender gaps and gendered action in a first-year physics laboratory. Phys. Rev. Phys. Educ. Res., 12(2), 020104. Retrieved November 4, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.12.020104
Chicago Format
Day, J, J. Stang, N. Holmes, D. Kumar, and D. Bonn. "Gender gaps and gendered action in a first-year physics laboratory." Phys. Rev. Phys. Educ. Res. 12, no. 2, (August 1, 2016): 020104, https://doi.org/10.1103/PhysRevPhysEducRes.12.020104 (accessed 4 November 2024).
MLA Format
Day, James, Jared B. Stang, Natasha G. Holmes, Dhaneesh Kumar, and Doug Bonn. "Gender gaps and gendered action in a first-year physics laboratory." Phys. Rev. Phys. Educ. Res. 12.2 (2016): 020104. 4 Nov. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.12.020104>.
BibTeX Export Format
@article{
Author = "James Day and Jared B. Stang and Natasha G. Holmes and Dhaneesh Kumar and Doug Bonn",
Title = {Gender gaps and gendered action in a first-year physics laboratory},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {12},
Number = {2},
Pages = {020104},
Month = {August},
Year = {2016}
}
Refer Export Format
%A James Day %A Jared B. Stang %A Natasha G. Holmes %A Dhaneesh Kumar %A Doug Bonn %T Gender gaps and gendered action in a first-year physics laboratory %J Phys. Rev. Phys. Educ. Res. %V 12 %N 2 %D August 1, 2016 %P 020104 %U https://doi.org/10.1103/PhysRevPhysEducRes.12.020104 %O application/pdf
EndNote Export Format
%0 Journal Article %A Day, James %A Stang, Jared B. %A Holmes, Natasha G. %A Kumar, Dhaneesh %A Bonn, Doug %D August 1, 2016 %T Gender gaps and gendered action in a first-year physics laboratory %J Phys. Rev. Phys. Educ. Res. %V 12 %N 2 %P 020104 %8 August 1, 2016 %U https://doi.org/10.1103/PhysRevPhysEducRes.12.020104 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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