Her physics, his physics: Gender issues in Israeli advanced placement physics classes

By Anat Zohar, David Sela. 2003

167 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/49287c9d502fdb6e3b06e9fe84305da632185d19

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Citations in the corpus

Gender Differences in Fields of Study: The Role of Significant Others and Rational Choice Motivations (2015, background): “Recently, based on longitudinal data from 1988 to 2000 from approximately 400 high schools, Zohar and Sela (2003) showed that the ratio of girls to boys (1:3) who took advanced physics has hardly changed.”
Girls in the physics classroom: a review of the research on the participation of girls in physics (2006, background): “On the basis of their large-scale qualitative and quantitative study in Israel (N = 400) Zohar and Sela (2003) considered that girls’ poor self-concept in physics was a reason for their low participation, together with girls’ greater concern to achieve high grades.”
The Gender Gap in Mathematics Achievement: Evidence from Italian Data (2016, unknown): “Problem solving, class-discussions and investigative work and cognitive activation strategies have been found to improve girls‟ performances (Boaler 2002; Zohar and Sela 2003; OECD 2015).”
Girls’ biology, boys’ physics: evidence from free‐choice science learning settings (2008, background): “Educational explanations include school-related explanations, such as enrollment and achievement in mathematics classes, class climate, teaching and assessment methods traditionally used in physics classes (Zohar and Bronshtein 2005), and gender-related differences in the notion of what it means to ”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “…have greater interest in science than girls (Gardner, 1975 1998), and while physics proves significantly less interesting to girls than to boys, biology is of greater interest to girls (Dawson, 2000; Friedler & Tamir, 1990; Jones, Howe, & Rua, 2000; Sjøberg, 2000; Stark & Gray, 1999; Zohar, 2003).”
Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide (2011, background): “…concluded that ‘although both girls and boys in the advanced placement physics classes share a quest for understanding, girls strive for it much more urgently than boys, and seem to suffer academically more than boys do in a classroom culture that does not value it’ (Zohar & Sela, 2003, p. 260).”