Classroom Strategies for Mitigating Gender Stereotypes in Physics Education


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 :

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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.

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