Gender differences in grades versus grade penalties: Are grade anomalies more detrimental for female physics majors?

Malespina, Alysa; Singh, Chandralekha

doi:10.1103/physrevphyseducres.18.020127

Cited by 8 publications

(3 citation statements)

References 65 publications

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“…Gender research in physics proposes that women are more likely to tie their grades to their views about their academic self-concept (similar to self-efficacy) and are less likely to receive positive comments from instructors. 47 Canning et al 46 found that women in STEM who perceived that a professor had a fixed mindset had decreased feelings of belonging in a course when compared to men, and as a result, women's grades suffered more than men. These results further emphasize the importance of what faculty say and do on the course outcomes for women.…”

Section: ■ Implications For Teachingmentioning

confidence: 99%

“…Moreover, this study found that women reported less of a growth mindset and lower self-efficacy than men at the beginning of the term. Gender research in physics proposes that women are more likely to tie their grades to their views about their academic self-concept (similar to self-efficacy) and are less likely to receive positive comments from instructors . Canning et al .…”

Section: Implications For Teachingmentioning

confidence: 99%

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Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Naibert,

Mooring,

Barbera

2024

J. Chem. Educ.

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Students' view of intelligence (i.e., their mindset beliefs) has been found to be related to their self-efficacy and goal orientations as well as to influence their course outcomes. Comparisons of students' chemistry mindset between different groups found that organic chemistry I students held more of a growth mindset than general chemistry I students at the beginning of a term. Additionally, men tended to hold more growth mindset beliefs than women. Given these differences, structural equation modeling was used to explore the relations between students' mindset, self-efficacy, and goal orientations, along with their relation to achievement outcomes within a course. An indirect effect of mindset on summative achievement was found to be mediated through performance-avoidance goals, whereas the relation between self-efficacy and summative achievement was mediated through performance-approach, mastery-avoidance, and performance-avoidance goal orientations. While mindset was not found to be directly or indirectly related to formative achievement outcomes, self-efficacy was found to have an indirect effect on formative achievement through masteryapproach and mastery-avoidance goal orientations. Additionally, an interaction between mindset and self-efficacy was found to be related to performance-avoidance goals, as has been suggested in prior studies. These results point to the importance of mindset on achievement outcomes while also considering influences from self-efficacy and goal orientations. Future work is encouraged to investigate how these variables are related when they are measured throughout a term.

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Section: ■ Implications For Teachingmentioning

confidence: 99%

Section: Implications For Teachingmentioning

confidence: 99%

Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Naibert,

Mooring,

Barbera

2024

J. Chem. Educ.

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“…Yet, there have been alternative interpretations in the literature as to what "other" courses means. One approach to GPAO, which we call cumulative GPAO, uses grades from all other courses taken up to and including the term of interest at the university in the calculation [16,[20][21][22][23][24][25][26][27][28]. Alternatively, other studies have calculated GPAO based only on the grades of the courses the student is enrolled in during the same term as the course of interest [17,29,30].…”

Section: Introductionmentioning

confidence: 99%

How researchers calculate students’ grade point average in other courses has minimal impact

Young,

Matz,

Bell

et al. 2023

PLoS ONE

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Grade point average in “other” courses (GPAO) is an increasingly common measure used to control for prior academic performance and to predict future academic performance. In previous work, there are two distinct approaches to calculating GPAO, one based on only courses taken concurrently (term GPAO) and one based on all previous courses taken (cumulative GPAO). To our knowledge, no one has studied whether these methods for calculating the GPAO result in equivalent analyses and conclusions. As researchers often use one definition or the other without comment on why that choice was made, if the two calculations of GPAO are different, researchers might be inducing systematic error into their results and publishing potentially inaccurate conclusions. We looked at more than 3,700 courses at a public, research-intensive university over a decade and found limited evidence that the choice of GPAO calculation affects the conclusions. At most, one in seven courses could be affected. Further analysis suggests that there may be situations where one form of GPAO may be preferred over the other when it comes to examining inequity in courses or predicting student grades. However, we did not find sufficient evidence to universally recommend one form of GPAO over the other.

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Towards meaningful diversity, equity and inclusion in physics learning environments

Maries,

Singh

2024

Nat. Phys.

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Gender differences in grades versus grade penalties: Are grade anomalies more detrimental for female physics majors?

Cited by 8 publications

References 65 publications

Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

Investigating the Relations between Students’ Chemistry Mindset, Self-Efficacy, and Goal Orientation in General and Organic Chemistry Lecture Courses

How researchers calculate students’ grade point average in other courses has minimal impact

Towards meaningful diversity, equity and inclusion in physics learning environments

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