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ERIC Number: EJ1154195
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: EISSN-2469-9896
Impact of Scaffolding and Question Structure on the Gender Gap
Dawkins, Hillary; Hedgeland, Holly; Jordan, Sally
Physical Review Physics Education Research, v13 n2 p020117-1-020117-8 Jul-Dec 2017
We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of question scaffolding into account, we identify questions that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such questions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A