论文标题
是否同意与女学生在入门物理学中的表现相关的性别刻板印象？
Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics?
论文作者
论文摘要
一些先前的入门物理学研究发现了概念评估的性别差距，例如力量概念清单（FCI）以及对电力和磁性（CSEM）的概念调查，男学生的表现比女学生表现更好。此外，在数学背景下的先前研究还发现，对一个组的负面刻板印象的激活可能导致刻板印象的构成群体的性能恶化。在这里，我们描述了两项研究，其中我们研究了一所大型研究大学的大型入门物理课程中的干预措施对性别差距对FCI和CSEM的影响。在第一项研究中，我们调查了与未询问此信息的学生相比，在服用CSEM之前，是否要求介绍性物理学学生立即表明其性别增加。在这两种情况下，我们发现男女学生之间的表现没有差异。在第二项研究中，与数千种介绍性物理学专业的学生进行了研究，我们调查了男性在物理学上的表现通常比女性表现更好，并且这种信念与FCI和CSEM在入门物理学课程中的表现相关的程度。我们发现，在为期一年的基于微积分的介绍性物理序列中，女学生的代表性大大不足，与性别刻板印象一致，与女学生在概念物理学调查中的表现有负相关。同意性别刻板印象的女学生的表现要比在为期一年的基于微积分的物理学课程结束时不同意的女学生的表现差，可能部分是由于刻板印象威胁的增加，同意刻板印象的女学生可能会在本课程中经历。
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better than female students. Moreover, prior studies in the context of mathematics have also found that activation of a negative stereotype about a group can lead to deteriorated performance of the stereotyped group. Here, we describe two studies in which we investigated the impact of interventions on the gender gap on the FCI and CSEM in large introductory physics courses at a large research university. In the first study, we investigated whether asking introductory physics students to indicate their gender immediately before taking the CSEM increased the gender gap compared to students who were not asked for this information. We found no difference in performance between male and female students in the two conditions. In the second study, conducted with several thousand introductory physics students, we investigated the prevalence of the belief that men generally perform better in physics than women and the extent to which this belief is correlated with the performance of both female and male students on the FCI and the CSEM in introductory physics courses. We found that at the end of the year-long calculus-based introductory physics sequence, in which female students are significantly underrepresented, agreeing with a gender stereotype was correlated negatively with the performance of female students on the conceptual physics surveys. The fact that female students who agreed with the gender stereotype performed worse than female students who disagreed with it at the end of the year-long calculus-based physics course may partly be due to an increased stereotype threat that female students who agree with the stereotype may experience in this course.
