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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
Subjects Levels Resource Types
Education Foundations
- Assessment
= Conceptual Assessment
- Sample Population
= Gender: Female
= Gender: Male
- Societal Issues
= Gender Issues
Education Practices
- Instructional Material Design
= Problem/Question
- Lower Undergraduate
- Reference Material
= Article
Intended Users Formats Ratings
- Professional/Practitioners
- Researchers
- application/pdf
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© 2011 American Society for Quality
Record Creator:
Metadata instance created April 9, 2015 by Sarah Keffer
Record Updated:
April 28, 2015 by Lyle Barbato
Last Update
when Cataloged:
January 1, 2012
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Record Link
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 December 17, 2017, 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 17 December 2017).
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. 17 Dec. 2017 <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


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