Many groups are underrepresented and unequally served in physics classes. We study differences in learning by gender, race, ethnicity, first generation, and rurual/urban status. These various dimensions interact in unexpected ways.
Gender Differences and the CSEM
We discovered that conceptual performance differences on the Conceptual Survey of Electricity and Magnetism between men and women were also present, but to a weaker degree, in other assignments in an introductory physics; however, no quantitative performance differences were detected.
Henderson, R., Stewart, G., Stewart, J., Michaluk, L., & Traxler, A. (2017). "Exploring the gender gap in the conceptual survey of electricity and magnetism" . Physical Review Physics Education Research, 13, 020114.
Item Bias and the FCI
We used differential item function theory to show 9 items in the Force Concept Inventory demonstrated substantial bias with most biased against women. We proposed a reduced instrument to repair these flaws.
(Editor's Suggestion) Traxler, A., Henderson, R., Stewart, J., Stewart, G., Papak, A., & Lindell, R. (2018). "Gender fairness within the Force Concept Inventory" . Physical Review Physics Education Research, 14, 010103.
Item Bias and the FMCE and CSEM
We used differential item function theory to show that the Force and Motion Conceptual Evaluation and the Conceptual Survey of Electricity and Magnetism were substantially less biased than the FCI.
Henderson, R., Miller, P., Stewart, J., Traxler, A., & Lindell, R. (2018). "Item-level gender fairness in the Force and Motion Conceptual Evaluation and the Conceptual Survey of Electricity and Magnetism" . Physical Review Physics Education Research, 2, 020103.
Other Populations
We have begun to explore differences in conceptual performance for other populations examining race, ethnicity, first generation status, and rural/urban status.
Henderson, R. & Stewart, J. (2017). “Racial and ethnic bias in the Force Concept Inventory,” Physics Education Research Conference Proceedings.
