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Physical Review Physics Education Research
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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This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
James Day et al.
DOI:
10.1103/PhysRevPhysEducRes.12.020104
Record Creator:
Metadata instance created September 28, 2016 by Lyle Barbato
Record Updated:
October 20, 2017 by Bruce Mason
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when Cataloged:
August 1, 2016
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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 July 13, 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 13 July 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. 13 July 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.12.020104>.
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@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

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%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


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