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An Exploration of Diversity and Inclusion in Introductory Physics.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Exploration of Diversity and Inclusion in Introductory Physics./
Author:	Henderson, Rachel J.
Description:	1 online resource (221 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
Contained By:	Dissertation Abstracts International79-09B(E).
Subject:	Physics. -
Online resource:	click for full text (PQDT)
ISBN:	9780355937541

An Exploration of Diversity and Inclusion in Introductory Physics.
Henderson, Rachel J.

An Exploration of Diversity and Inclusion in Introductory Physics. - 1 online resource (221 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Ph.D.)--West Virginia University, 2018.

Includes bibliographical references

Diversity and inclusion has been a concern for the physics community for nearly 50 years. Despite significant efforts including the American Physical Society (APS) Conferences for Undergraduate Women in Physics (CUWiP) and the APS Bridge Program, women, African Americans, and Hispanics continue to be substantially underrepresented in the physics profession. Similar efforts within the field of engineering, whose students make up the majority of students in the introductory calculus-based physics courses, have also met with limited success. With the introduction of research-based instruments such as the Force Concept Inventory (FCI), the Force and Motion Conceptual Evaluation (FMCE), and the Conceptual Survey of Electricity and Magnetism (CSEM), differences in performance by gender began to be reported. Researchers have yet to come to an agreement as to why these "gender gaps" exist in the conceptual inventories that are widely used in physics education research and/or how to reduce the gaps.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355937541Subjects--Topical Terms:

564049
Physics.
Index Terms--Genre/Form:

554714
Electronic books.

An Exploration of Diversity and Inclusion in Introductory Physics.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Adviser: John Stewart.
502 $a Thesis (Ph.D.)--West Virginia University, 2018.
504 $a Includes bibliographical references
520 $a Diversity and inclusion has been a concern for the physics community for nearly 50 years. Despite significant efforts including the American Physical Society (APS) Conferences for Undergraduate Women in Physics (CUWiP) and the APS Bridge Program, women, African Americans, and Hispanics continue to be substantially underrepresented in the physics profession. Similar efforts within the field of engineering, whose students make up the majority of students in the introductory calculus-based physics courses, have also met with limited success. With the introduction of research-based instruments such as the Force Concept Inventory (FCI), the Force and Motion Conceptual Evaluation (FMCE), and the Conceptual Survey of Electricity and Magnetism (CSEM), differences in performance by gender began to be reported. Researchers have yet to come to an agreement as to why these "gender gaps" exist in the conceptual inventories that are widely used in physics education research and/or how to reduce the gaps.
520 $a The "gender gap" has been extensively studied; on average, for the mechanics conceptual inventories, male students outperform female students by 13% on the pretest and by 12% post instruction. While much of the gender gap research has been geared toward the mechanics conceptual inventories, there have been few studies exploring the gender gap in the electricity and magnetism conceptual inventories. Overall, male students outperform female students by 3.7% on the pretest and 8.5% on the post-test; however, these studies have much more variation including one study showing female students outperforming male students on the CSEM.
520 $a Many factors have been proposed that may influence the gender gap, from differences in background and preparation to various psychological and sociocultural effects. A parallel but largely disconnected set of research has identified gender biased questions within the FCI. This research has produced sporadic results and has only been performed on the FCI. The work performed in this manuscript will seek to synthesize these strands and use large datasets and deep demographic data to understand the persistent differences in male and female performance.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Science education. $3 1151737
650 4 $a Gender studies. $3 1179195
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773 0 $t Dissertation Abstracts International $g 79-09B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10750860 $z click for full text (PQDT)