Partitioning the gender gap in physics conceptual inventories: Force Concept Inventory, Force and Motion Conceptual Evaluation, and Conceptual Survey of Electricity and Magnetism

Over the last decade, the “gender gap” in physics conceptual inventory scores has been extensively studied by the physics education research community. Researchers have identified many factors that influence the overall differences in post-test scores between men and women. More recently, it has been shown that the Force Concept Inventory (FCI) contains eight items that are substantially unfair; six are unfair to women, two are unfair to men. The Force and Motion Conceptual Evaluation (FMCE) and the Conceptual Survey of Electricity and Magnetism (CSEM), however, contain fewer unfair items. In this work, results from prior studies are used to further explore the gender gap in five large samples of conceptual inventory data: the FCI (N1 ¼ 3663), the FMCE (N2 ¼ 2551, N3 ¼ 3719), and the CSEM (N4 ¼ 1767, N5 ¼ 2439). The gender gap in these samples is partitioned into four components: the gender gap resulting from the student’s academic performance, the gender gap resulting from prior preparation in physics, the gender gap resulting from instrumental fairness, and the gender gap of students with equal academic performance and physics preparation on the fair instrument. For all samples, very little of the gender gap was explained by differences in academic performance between men and women, measured by ACT or SAT math percentile scores or physics test average. The percentage of the gender gap resulting from instrumental fairness varied across samples from 30% in the FCI to 2% to 6% in the CSEM. A substantial part of the gender gap in four of the five samples (30%–40%) was explained by differences in prior physics preparation, measured by pretest scores on the conceptual inventories. Further correcting for conceptual physics prior preparation using the post-test score in the previous class reduced gender differences substantially

Content analysis of instructor tools for building a learning community

This work presents a content analysis of an online discussion forum accompanying a face-to-face introductory physics course. Content analysis is a quantitative method for analyzing text that uses a coding scheme to gain insight into student discussions. We explore the effects of "anchor" tasks, small weekly activities to help students engage with each other. The goal of this analysis was to examine how the distributions of codes are impacted by anchor versus non-anchor tasks, and different types of anchors. The result of this work was that the coding scheme was able to detect some differences between anchor and non-anchor threads, but further work should be done to observe behaviors that would require a more in-depth analysis of the text. This research is significant for physics education research (PER) because there is little PER using content analysis or studying online talk. This is a step towards identifying patterns in conversations between physics students and the tools that may help them have on topic conversations essential for their learning. Identifying such tools can aid instructors in creating effective online learning environments, and this project introduces "anchor" tasks as instructor tools for building a learning community

Comparing Network Centrality Measures of Non-Traditional Students in an Introductory Physics Class

The goal of this research was to compare different models of network influence for students. Two research questions were composed: 1. How do common centrality measures compare when ranking students\u27 network influence? 2. Do centrality values of non-traditional students show different trend than traditional students?https://corescholar.libraries.wright.edu/urop_celebration/1016/thumbnail.jp

Gender Fairness within the Force Concept Inventory

Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely-crossed streams of research leave open the possibility that the FCI may not be structurally valid across genders, particularly since many reported results come from calculus-based courses where 75% or more of the students are men. We examine the FCI considering both psychometrics and gender disaggregation (while acknowledging this as a binary simplification), and find several problematic questions whose removal decreases the apparent gender gap. We analyze three samples (total $N_{pre}=5,391$, $N_{post}=5,769$) looking for gender asymmetries using Classical Test Theory, Item Response Theory, and Differential Item Functioning. The combination of these methods highlights six items that appear substantially unfair to women and two items biased in favor of women. No single physical concept or prior experience unifies these questions, but they are broadly consistent with problematic items identified in previous research. Removing all significantly gender-unfair items halves the gender gap in the main sample in this study. We recommend that instructors using the FCI report the reduced-instrument score as well as the 30-item score, and that credit or other benefits to students not be assigned using the biased items.Comment: 18 pages, 3 figures, 5 tables; submitted to Phys. Rev. PE

Stereotype Threat–Based Diversity Programming: Helping Students While Empowering and Respecting Faculty

As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype threat has become the centerpiece of our endeavors. This chapter describes stereotype threat and related interventions, outlines our efforts, and offers evidence of its surprising impact. It also identifies the features of stereotype threat that appealed to faculty, led them to make pedagogical changes, and inspired them to spread the word

Quantifying the linguistic persistence of high and low performers in an online student forum

This work uses recurrence quantification analysis (RQA) to analyze the online forum discussion between students in an introductory physics course. Previous network and content analysis found differences in student conversations occurring between semesters of data from an introductory physics course; this led us to probe which concepts occur and persist within conversations. RQA is a dynamical systems technique to map the number and structure of repetitions for a time series. We treat the transcript of forum conversations as a time series to investigate and apply RQA techniques to it. We characterize the forum behaviors of high and low scoring students, such as their percentage of recurring topics and persistence of discussing a topic over time. We quantify how high scoring and low scoring students use online discussion forum and test whether different patterns exist for these groups. This work is the first adaptation of recurrence quantification methods from the field of psychology for physics education research. Using RQA, there was not a general, observable difference in how the two different groups, high- and low-scoring students, used the forum; however, there were differences when focusing in on and comparing one high-scoring student and one low-scoring student. This technique has the potential for analyzing other PER data such as interviews or student discussions

Turbulent Mixing and Layer Formation in Double-Diffusive Convection: 3D Numerical Simulations and Theory

Double-diffusive convection, often referred to as semi-convection in astrophysics, occurs in thermally and compositionally stratified systems which are stable according to the Ledoux criterion but unstable according to the Schwarzschild criterion. This process has been given relatively little attention so far, and its properties remain poorly constrained. In this paper, we present and analyze a set of three-dimensional simulations of this phenomenon in a Cartesian domain under the Boussinesq approximation. We find that in some cases the double-diffusive convection saturates into a state of homogeneous turbulence, but with turbulent fluxes several orders of magnitude smaller than those expected from direct overturning convection. In other cases, the system rapidly and spontaneously develops closely packed thermo-compositional layers, which later successively merge until a single layer is left. We compare the output of our simulations with an existing theory of layer formation in the oceanographic context and find very good agreement between the model and our results. The thermal and compositional mixing rates increase significantly during layer formation and increase even further with each merger. We find that the heat flux through the staircase is a simple function of the layer height. We conclude by proposing a new approach to studying transport by double-diffusive convection in astrophysics

Network positions in active learning environments in physics

This study uses positional analysis to describe the student interaction networks in four research-based introductory physics curricula. Positional analysis is a technique for simplifying the structure of a network into blocks of actors whose connections are more similar to each other than to the rest of the network. This method describes social structure in a way that is comparable between networks of different sizes and densities and can show large-scale patterns such as hierarchy or brokering among actors. We detail the method and apply it to class sections using Peer Instruction, SCALE-UP, ISLE, and context-rich problems. At the level of detail shown in the blockmodels, most of the curricula are more alike than different, showing a late-term tendency to form coherent subgroups that communicate actively among themselves but have few inter-position links. This pattern may be a network signature of active learning classes, but wider data collection is needed to investigate.Comment: 17 pages, 10 figures; supplemental 10 pages, 9 figure