Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?

Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?

Physics education research article

Adrian Madsen, Sarah B. McKagan, and Eleanor C. Sayre conduct a review of studies examining the gender gap in physics concept inventories, which are standardized multiple-choice tests that are used to assess conceptual understanding in physics. Across the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE), the authors found that men consistently scored higher than women on pre and post assessments, even when alternative teaching methods were used. The authors review over 30 potential contributing factors, such as prior preparation, test design, and social factors. They conclude that there is no single cause that explains the gap, rather it is a combination of contributing factors. The authors findings reveal how complex achieving equity in physics education is and conclude that there needs to be more research regarding course design and how to better support all learners.

Adrian Madsen, Sarah B. McKagan, Eleanor C. Sayre

American Association of Physics Teachers, Kansas State University

American Physical Society

18 November, 2013

Scholarly Article