How gender differences divide physics classroom practices: Focus group discussions with teachers and students

Abstract

Discrepancies in educational outcomes and school career opportunities between boys and girls exist. Physics has long been perceived as a male-dominated field, with persistent gender differences in participation, performance, and attitudes toward the subject. Despite extensive studies, there is no comprehensive understanding of the inequities in education based on gender. Research comparing physics classroom practices of teachers and students in addressing gender differences is particularly lacking. The personal experiences of teachers and students regarding gender differences in upper secondary Dutch physics education are the scope of this study. Data were obtained from focus group discussions with teachers and students in which their ideas on gender differences in the physics classrooms were discussed. The subjects covered student learning characteristics, teacher‒student-interactions and learning materials. Overall, gender differences were mentioned primarily in teacher‒student-interactions (e.g. girls asking more questions) and in different student learning characteristics (e.g. girls demonstrating more effort, boys overestimating themselves more). Gender differences in learning materials were only addressed by teachers, not by students. Suggested improvements, by students and teachers, for physics classroom practices are discussed. These findings address the aspiration of students and teachers to receive and use practical guidelines for gender equitable physics education in their classrooms.