The Gender Gap in Physics: A Study of Educator Perspectives

Abstract

The gender gap in science and mathematics remains an issue in Canada today, with far-reaching socioeconomic implications (Dionne-Simart et al., 2016). The gender gap is wider in physics than in most other science disciplines (Xu et al., 2015). In this qualitative study, I examine educator perspectives on the low retention rate of young women in physics. The experience and perceptions of female students and educators in physics can inform best practices for physics education in order to retain women in physics. I interviewed two female physics educators: a high school physics teacher, and a graduate physics Teaching Assistant. From these interviews, four themes emerge. The first is that participants believe that the gender gap is caused by differing interests, which may be shaped by societal norms and stereotypes. The second is that participants feel that having strong STEM programming and positive female role models in schools would do the most to reduce the gap. The third theme is that group-based learning should be used to promote inclusivity of young women in physics classrooms. Finally, both participants feel that institutional initiatives geared specifically towards young women sometimes reinforce gender stereotypes, and that promotional initiatives should be designed to foster gender inclusivity, rather than emphasize gender differences.