Research Brief
Institute of Physics Reports
Bibliography
http://www.iop.org/education/teacher/support/girls_physics/different/page_61620.html
http://www.iop.org/education/teacher/support/girls_physics/reports-and-research/file_68898.pdf
It's Different for Girls: The Influence of Schools
The low numbers of girls choosing to take A-level physics is a continuing cause for concern. It means that girls who would enjoy and excel at A-level physics are being denied the opportunity because their experience of physics up to age 16 is not as encouraging or positive as it should be.
Girls and boys do equally well at GCSE-level physics and science/additional science (previously double-award science). However, the percentage of A-level physics students who are girls has stayed at around 20% for the past 20 years or more.
The main influences on students’ attitudes to physics were found to be:
● self-concept – that is students’ sense of themselves in relation to the subject;
● how students experience physics at school;
● teacher–student relationships – that is, how personally supportive students find their physics teacher.
Recommendations
To government and its agencies
● The large number of schools that send no girls on to study physics at A-level is unacceptable. Co-ed schools should have a target to exceed the current national average of 20% of physics A-level students being girls.
● Gender equity needs to be part of the Ofsted inspection criteria, so that a school cannot be judged outstanding if there are clear participation issues that are not actively being addressed.
● Research by the Institute of Physics (Murphy and Whitelegg 2006) and others shows that girls often have different learning patterns from boys, and trainee teachers need to be made aware of these differences, so that they can engage the same level of interest from both boys and girls in their classes.
To head teachers
● Gender equity and access to all subjects is an issue that should be actively considered in all schools. Schools should meet targets for the numbers and gender balance recruited to physics A-level. Targets should be set to exceed national figures given in this report for each type of school.
● Gender stereotyping by both teachers and pupils needs to be actively challenged both in and out of lessons and across all subjects (see The gender equality duty and schools – guidance for public authorities in England EOC 2007). In science, the attitude that “physics is for boys” should be discouraged among students and teachers.
● Common misconceptions about girls’ abilities in the subject are challenged by academic results and these must be recognised. Equally, differences between girls and boys, and the teaching styles that suit each should be recognised and followed. (These are discussed in the resources given at the end of this report.)
To parents
● There are clear differences between schools, with some being much more successful at sending more girls on to study physics A-level. Research carried out by the Institute of Physics suggests that differences in teaching and in school culture significantly determine whether students will continue their physics education. Parents’ attitudes to science and their knowledge of its associated benefits are also known to contribute to students’ progression.
● When choosing a secondary school for your daughter or son, ask about the number of girls studying A-level physics, as this will be a good indicator of the quality of physics teaching within the school.
● Help your daughter or son to understand gender stereotypes and how they are perpetuated and used in the media, so that they can be explicitly challenged.
● Ask your daughter or son’s school for careers information and work experience that challenge gender stereotypes and provide insight into all the science, technology, engineering and mathematics (STEM) career pathways.
Improving Gender Balance
The Problem
Girls have long been under-represented among those who choose to study physics beyond the age of 16. For decades, only a fifth of those taking physics in England have been girls – even though both genders do equally well up to age 16. This shortfall contributed to an ongoing shortage of workers with highly sought-after scientific and engineering qualifications. But more than this, it also means that girls themselves are denied an opportunity that ought to be open to them, and all too often, are missing out on all the benefits of a physics education.
In its 2012 report It’s Different for Girls, the IOP revealed that the type of school matters – around half of maintained co-ed schools sent no girls on to take physics A-level and single-sex schools are much more likely to send girls on to study physics post-16.
The IOP’s IGB project, funded by the Department for Education as part of the Stimulating Physics Network, ran in 20 partner schools, taking three distinct approaches.
•Strand A
Strand A involved working to build confidence and resilience in girls at Key Stages 3 and 4 in eight schools. This proved to be high-impact and saw an increase in transferable skills and confidence – but only reached a low number of girls.
•Strand B
Strand B involved working with teachers of physics in eight schools to improve girls’ experiences in the physics classroom. It led to an increase in schools’ use of data to analyse gender differences. And teachers reported improved teaching, benefits from greater awareness of unconscious bias – and more interest in physics among girls.
•Strand C
Strand C involved working in four schools with senior leaders, governors, students and teachers across all subjects on gender equity and whole-school culture. Schools increased their use of data to tackle gender inequalities and challenge stereotypical option choices. There was an increased awareness of gender stereotypes (among teachers and students alike) and of gender-atypical careers. Moreover, staff and students reported feeling empowered to bring about changes in school culture.
Drayson Girls in Physics Pilot Project A pilot funded by the Drayson Foundation worked in six schools, combining the different approaches from the IGB project. Remarkably, the number of girls taking A-level physics more than trebled over two years, soaring from 16 to 52 students. Improving Gender Balance Results and recommendations from the IOP’s work in schools
The recommendations
•Appoint a gender champion For any issue to be taken seriously by a school, someone in the senior leadership team needs to be given responsibility for it, and for impressing the importance of it on the school.
•Train teachers Teachers, like all of us, have unconscious biases, which can affect the experience of different groups in the classroom – what is said to students, feedback on their work, expectations of them and career suggestions. Training can raise awareness of unconscious bias and its potential impact in the classroom, allowing teachers to reflect on their practice and adjust to ensure the best experience for all students. It can also help teachers deal with sexist and sexual comments or inappropriate behaviour.
•Use data and evidence By comparing the progression in traditionally gendered subjects to the national average, schools can get an idea how their schools compare to the national average in terms of gender equality in subject choice. This can help identify areas for concern and provide incentives for action.
•Rethink science clubs Science clubs are often quite boy-heavy, which can put interested girls off. Research projects such as Cern@school and Crest awards attract a better gender balance, as do science ambassador schemes – in which students are doing outreach with primary schools.
•Increase students’ awareness and engagement Ask students to challenge their biases and the biases of others around them. Engage them in the issues and encourage them to think of ways to combat them.
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