Reducing the gender gap in the physics classroom

2006/01/17 by Mercedes Lorenzo, Catherine H. Crouch, Eric Mazur · 429 citations
Psychology · Social Sciences · #Artificial intelligence #Class (philosophy) #Computer science #Educational Games and Gamification #Gender gap #Innovative Teaching Methods #Innovative Teaching and Learning Methods #Mathematics education #Physics #Physics education #Psychology #Student engagement

paper · doi:10.1119/1.2162549

published in American Journal of Physics 74(2), 118-122 (American Institute of Physics)

openalex publication_date 2006/01/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01

Abstract

We investigate if the gender gap in conceptual understanding in an introductory university physics course can be reduced by using interactive engagement methods that promote in-class interaction, reduce competition, foster collaboration, and emphasize conceptual understanding. To this end we analyzed data from the introductory calculus-based physics course for non-majors at Harvard University taught traditionally or using different degrees of interactive engagement. Our results show that teaching with certain interactive strategies not only yields significantly increased understanding for both males and females, but also reduces the gender gap. In the most interactively taught courses, the pre-instruction gender gap was gone by the end of the semester.

Citations

• Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Cited by

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• Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities. [europepmc]
• Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students. [europepmc]
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• The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates. [europepmc]
• Active methods in electricity and magnetism courses: Influence of degree, academic level and gender on student performance. [europepmc]
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