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Gender in Physics

A special collection highlighting the current state of the field of physics education research as it relates to gender in physics.

• Gender gaps and gendered action in a first-year physics laboratory

• Gender, experience, and self-efficacy in introductory physics

• Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

• Student evaluations of physics teachers: On the stability and persistence of gender bias

• Women in physics: A comparison to science, technology, engineering, and math education over four decades

• Women’s and men’s career choices in astronomy and astrophysics

• Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics

• Differences in gender performance on competitive physics selection tests

• Gender gap or program gap? Students’ negotiations of study practice in a course in electromagnetism

• Educational pathways of Black women physicists: Stories of experiencing and overcoming obstacles in life

• Enriching gender in physics education research: A binary past and a complex future

• Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

• Social cognitive perspective of gender disparities in undergraduate physics

• “If I had to do it, then I would”: Understanding early middle school students’ perceptions of physics and physics-related careers by gender

• How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

• Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions

• Masculinities and experimental practices in physics: The view from three case studies

In this collection, you will find examples from a diversity of disciplines and health foci where accounting for sex and gender in health research has advanced what we know, improved how we do research and made the products  of health research more useful.  This is the difference that sex and gender make. What this casebook demonstrates is that this difference is significant;  there is much to be gained from the routine integration of gender and sex  across the health research spectrum.  Each of the 12 chapters in this volume illustrates how health research processes and outcomes can look different when the influences of sex and gender  are considered. Written from a critically reflective vantage point, the chapters share researchers’ experiences in how they came to understand and engage gender and sex in their work. Questions to consider are included to encourage readers to explore ways that sex and gender can benefit their own work.

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers ’ gender bias in grading and the in fl uence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers ( N = 780) from Switzerland, Austria, and Germany graded a fi ctive student ’ s answer to a physics test question. While the answer was exactly the same for each teacher, only the student ’ s gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade  that  was  awarded  as  the  dependent  variable,  revealed  only  partial  cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the fi rst part of physics teachers ’ careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.