Gender Bias in New South Wales Higher School Certificate (HSC) Physics

Bibliographic Data

ID21293951
AuthorsVicki J Keast (0000-0003-4925-5875, University of Newcastle Australia, corresponding author)
Year2022
Volume66
Issue1
Pages26-39
Publication date2022-04-01
Open AccessYes
TypeARTICLE
VenueAustralian Journal of Education (JOURNAL)
Journal identifiersISSN: 0004-9441 • E-ISSN: 2050-5884
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00049441211059239
OpenAlexW4200380249
LanguageEN
Citations received2
References cited33

A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made

Certificate · Content (measure theory) · Field (mathematics) · Gender bias · Gender identity · Identity (music) · Mathematics education · Pedagogy · Physics · School Certificate · Sociology · Syllabus · Career Development and Diversity · Diverse Educational Innovations Studies · Gender Studies · Mathematics · Psychology · Science Education and Perceptions · Social Psychology

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