Role of Inclusiveness of Learning Environment in Predicting Students’ Outcomes in Courses in Which Women Are Not Underrepresented

Authors

  • Sonja Cwik University of Pittsburgh
  • Chandralekha Singh University of Pittsburgh

DOI:

https://doi.org/10.33423/jhetp.v22i17.5666

Keywords:

higher education, equity and inclusion, gender, introductory physics courses, motivational beliefs

Abstract

Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based introductory physics courses primarily taken by bioscience majors, in which women make up approximately 65% of the class. We investigated how the learning environment including perceived recognition, peer interaction, and sense of belonging students’ physics outcomes, including their physics self-efficacy, interest, and identity. We found that in general, women had lower physics beliefs than men and the learning environment plays a major role in explaining student outcomes. We also found that perceived recognition played an important role in predicting students’ physics identity and students’ sense of belonging played an important role in predicting students’ physics self-efficacy. These findings can be useful to contemplate strategies to create an equitable and inclusive learning environment to help all students to excel in these physics courses.

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Published

2022-12-10

How to Cite

Cwik, S., & Singh, C. (2022). Role of Inclusiveness of Learning Environment in Predicting Students’ Outcomes in Courses in Which Women Are Not Underrepresented. Journal of Higher Education Theory and Practice, 22(17). https://doi.org/10.33423/jhetp.v22i17.5666

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Section

Articles