Authors :
Thomas Nipielim Tindan; Ayamweogo Jennifer
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/ybrdmzax
Scribd :
https://tinyurl.com/4nnjffah
DOI :
https://doi.org/10.5281/zenodo.14525412
Abstract :
This paper examines classroom-based strategies
to reduce gender stereotypes in physics education and
foster greater participation and engagement among girls.
Using a mixed-methods approach, the study relied
exclusively on secondary data, incorporating quantitative
and qualitative analyses to explore trends in gender
disparities and evaluate effective interventions. Systemic
sexism emerged as a significant factor influencing the
gender gap in physics, particularly in enrollment and
academic performance. Case studies and evaluative
reports identified key strategies, including collaborative
teaching methods, hands-on learning approaches, real-
world contextualization, gender-sensitive teacher training,
and the increased visibility of female role models. The
findings indicate that these strategies not only promote
gender inclusivity but also enhance the participation and
performance of all students in physics. Addressing both
structural and psychological barriers is critical for
achieving full gender equity in STEM education.
Keywords :
Gender Stereotypes, Physics Education, Girls' Participation, Inclusive Classroom Strategies, Collaborative Learning, Gender Sensitivity, Societal Stereotypes, STEM Education, Gender Equity, Stereotype Threat, Gender Disparities, Student Engagement, Educational Policy.
References :
- Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children's interests. Science, 355(6323), 389-391
- Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Is there anything better than buddies? A review of social support for women in STEM. Frontiers in Psychology, 8, 1342.
- Cimpian, A., Mu, Y., & Leslie, S. J. (2016). Gender stereotypes and intellectual ability: When academic success is not enough. Psychological Science, 27(9), 1219-1230.
- Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
- Else-Quest, N. A., Hyde, J. S., & Linn, M. C. (2013). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 139(1), 1-37.
- Gershenson, S., Holt, S. B., & G. M. (2017). The role of role models in STEM education. International Journal of STEM Education, 4(1), 16.
- Good, C., Aronson, J., & Inzlicht, M. (2008). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.
- Gordon, M. F., & McClure, J. (2020). Inclusive teaching practices for reducing gender disparity in STEM fields. Journal of Science Education and Technology, 29, 627-640.
- Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3-4), 153-166.
- Herrmann, S. D., Adelman, R. M., Bodford, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. (2016). The effects of a female role model on academic performance and persistence of women in STEM courses. Basic and Applied Social Psychology, 38(5), 258-268.
- Murphy, M. C., Steele, C. M., & Gross, J. J. (2018). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18(10), 879- 885.
- Sadker, D., & Zittleman, K. (2016). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. Scribner.
- Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.
- Steinberg, L. (2019). The socialization of gender and its impact on education. Cambridge University Press.
- Tate, W. F. (2019). The impact of educational practices on gender equity in STEM fields. Educational Researcher, 48(4), 233-245.
- Wang, M. T., & Degol, J. L. (2017). Gender differences in the development of math and science attitudes and achievements. Developmental Psychology, 53(11), 2112-2127.
This paper examines classroom-based strategies
to reduce gender stereotypes in physics education and
foster greater participation and engagement among girls.
Using a mixed-methods approach, the study relied
exclusively on secondary data, incorporating quantitative
and qualitative analyses to explore trends in gender
disparities and evaluate effective interventions. Systemic
sexism emerged as a significant factor influencing the
gender gap in physics, particularly in enrollment and
academic performance. Case studies and evaluative
reports identified key strategies, including collaborative
teaching methods, hands-on learning approaches, real-
world contextualization, gender-sensitive teacher training,
and the increased visibility of female role models. The
findings indicate that these strategies not only promote
gender inclusivity but also enhance the participation and
performance of all students in physics. Addressing both
structural and psychological barriers is critical for
achieving full gender equity in STEM education.
Keywords :
Gender Stereotypes, Physics Education, Girls' Participation, Inclusive Classroom Strategies, Collaborative Learning, Gender Sensitivity, Societal Stereotypes, STEM Education, Gender Equity, Stereotype Threat, Gender Disparities, Student Engagement, Educational Policy.