Association of Science Education (ASE) of the UK has launched a larger programme "Inclusion in Physics" this year subsequent to increased gender gap in physics courses during 2020 affected by COVID-19 pandemic.
According to project team, the objective of the programme is "To increase diversity and inclusion in physics and create a more welcoming space we need to look beyond the physics classroom and promote a whole-school approach to inclusion. This will help ensure that young peoples’ choices are not limited by stereotypes and other barriers that affect subject choice. The lack of diversity in post-16 physics has been evident for quite some time, as researched by the Institute of Physics."
"The primary purpose of the ‘Inclusion in Schools’ project is to significantly increase the number of students from under-represented groups progressing to physics-based routes (A-level physics, vocational or technical) post the age of 16. A team of consultants will be working with secondary schools in England to understand their priorities, develop bespoke action plans, support them by providing resources and recommend development opportunities with organisations both at a local and national level," adds the ASE while stressing improvement in both inclusivity and diversity among students opting for A-level physics.
Some the research findings go as follows:
In England, in 2020, only 2.6% of girls chose to pursue A Level physics, compared to 8.6% or boys choosing the subject.
Across all state schools in England in 2019, only 0.5% of physics A Level students were of Black Caribbean descent whereas young people of this ethnic group represented 1.4% of the 16-19 age demographic.
The largest disadvantage gap, with high achievers from disadvantaged backgrounds (as measured by free school meals) much less likely to enter physics A-level and less likely to gain top grades than their contemporaries from more privileged backgrounds.
The project team has also raised concern about sex and creed stereotyping of physics as a discipline and stated, “ Many girls are told that physics is more suited to boys, and young people are told that physics is not for the likes of them based on their ethnicity, their sexual orientation, their disability and their social background.”
In India, Kishore (2021) has also concern regarding gender gap in STEM courses and occupations. Kishore has been urging to sStop negative gender stereotypes related to girls’ education in science, technology, engineering and mathematics.
According to Kishore, “There is a need to bridge daunting gender gaps in the STEM related academic and professional courses as well in various related occupations. This can be done by demasculinising the content, improving classrooms’ social pedagogy, stopping sex-steotyping of occupations and adapting whole brain education processes by de-emphasizing linear logical thinking and lecture model of classroom pedagogy,”
References
Association of Science Education (2021). ASE Update - Another exciting new project launch, info@ase.org.uk, 17 Sep
Kishore, L. (2021). Need to address gender inequity in STEM education and occupations. <lalitculp.wixsite.com>
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