Abstract
A persistent gender gap exists on one of the most commonly-used physics conceptual tests, the Force Concept Inventory. The test includes many stereotypically male contexts such as hockey, rockets, and cannonballs. A revised version of the test was created using stereotypically female contexts and both versions were randomly administered to 300 college students. While the total correct score did not change for men and women, significant results were discovered when test questions were examined individually. Results suggest that context can affect performance on a physics assessment for both men and women. One implication for instructors is that they should be aware of how their examples and problems can elicit different performance among women and men.
Recommended Citation
McCullough, Laura
(2004)
"Gender, Context, and Physics Assessment,"
Journal of International Women's Studies: Vol. 5:
Iss.
4, Article 2.
Available at:
https://vc.bridgew.edu/jiws/vol5/iss4/2