How NQTs can influence girls in physics.

Jessica Rowson

IOP Girls in Physics manager

• In 2014 physics GCSE:• 12,493 girls got A*/A• 11,827 boys got A*/A

• 20% of physics A-level students are girls• Physics is 2nd most popular subject amongst boys (at A-

level); – . . . and 17th amongst girls

• 49% of state-funded mixed schools send no girls on to take A-level physics

• The problem is particularly acute in state-maintained, mixed schools

The issues . . . .

The main influences on students’ attitudes to physics were found to be: • self-concept – that is students’ sense of

themselves in relation to the subject; • how students experience physics at school; • teacher–student relationships – that is, how

personally supportive students find their physics teacher

Why?

Are girls and boys treated the same growing up?

A flavour of the work so far: Strand A

• Establishing regular groups and meeting times• Activities on gender stereotyping• Leadership skills and confidence building exercises• Work on resilience and success / failure • Running Science Ambassador training days for girls• Outreach projects with feeder primary schools

“The reality is: sometimes you lose. And you're never too good to lose. You're never too big to

lose. You're never too smart to lose. It happens.”

Strand A – Working with groups of girls on building confidence and resilience; 2 POs with 4 schools each

A flavour of the work so far: Strand B

• Lesson observations and detailed feedback • Support with producing schemes of work• CPD sessions on specific physics topics where teachers need

more support• Drop in sessions for teachers of physics• Advising on and developing careers information, displays

and events

Strand B – Working with teachers on improving the experience of girls in the physics classroom; 2 POs with 4 schools each

A flavour of the work so far: Strand C

• Speaking about gender stereotypes at year group assemblies

• Giving talks on unconscious bias and other gender issues at whole staff meetings

• Setting up and supporting student groups with an interest in gender equality• Developing lesson plans and resources for PSHE lessons

on gender issues• Supporting careers / options events

Strand C – Working with whole schools on their culture with respect to gender stereotyping; 4 schools with a dedicated PO for two days a week.

Culture

Campaign for Science and Engineering (CaSE) “Improving Diversity in STEM”, May 2014

Parental Education

Interim evaluation• The qualitative evaluation shows positive effects in

schools: – A: Girls are becoming more confident– B: Teachers are changing their practice in the

physics classroom– C: Staff and students report a reduction in

gendered language and improved careers provision

• But: is it ‘too late’ to have an effect on girls’ subject choice?

• Very few of the female students interviewed were considering taking A-level physics

What can you do?

1. Be aware• What are your unconscious biases?

2. Monitor your classroom– Are your lessons engaging everyone?– Is the environment inclusive?

3. Engage other teachers4. Engage parents5. Link to careers

What can you do?

1. Audit your school in terms of gender balance2. If you are looking to redress gender imbalance, let

people know!3. Look at the school policy4. Consider the impact of one off events compared

to regular, small more manageable change5. Group activities!6. Explore unconscious bias7. Embed into school practice