The SOPHia Project: Science Outreach for Promoting Physics to

Female School Students Gráinne Walshe*, Vincent Casey, Ian Clancy, David Corcoran, Deirdre Ní Eidhin,

Elora McFall and Maria Quinn *Science Learning Centre, University of Limerick Department of Physics, University of Limerick

IOP Higher Education Group Regional Community Meeting Glasgow 12 June 2018

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The SOPHia Project

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Female physics students in Ireland (3 year average data, 2013/14 to 2015/16)

0%

5%

10%

15%

20%

25%

30%

35%

Leaving CertificatePhysics

PhysicsUndergraduates

(Irish Universities)

PhD PhysicsResearch (Irish

Universities)Courtesy of Department of Physics, UL

(2017) 3

Irish Leaving Certificate Data

• In 2017, 14% of all students sat Physics and 17% sat Chemistry

• Almost 60% of female students took Biology, while less than 20% took Physics or Chemistry

(STEM Policy 2017)

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Fitting in or opting out

• Focus on how a sense of belonging relates to women’s interest,

persistence, and achievement in physics.

• Belonging = ‘extent to which individuals feel like a valued, accepted, and legitimate member in their academic domain’

• For all students more belonging correlates to higher self-efficacy,

better grades, better persistence, more motivation

• Low belonging = negative feedback loop

• (Lewis et al. 2016)

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Some Recommendations for Physics Educators

• Identify and temper cues that perpetuate the “geeky” scientist stereotype • Endorse effort and hard work over brilliance • Teach physics in an engaging fashion • Create expectation that anyone can do physics • Help young people understand the contribution that physics makes

to society and can make to their lives

More generally: • Raise students' awareness of gender stereotypes • Review the options process through a gender lens (Gill and Bell 2013; IOP 2012, 2015, 2017; Lewis et al. 2016, 2017a)

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Tempering the cues…

• Role models should be within reach of students

• Combatting unconscious bias:

‘Is anyone’s dad an engineer?’

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The Concept • Aimed at lower second-level females

• Info on female physicists, what physics is about, diversity of careers in physics, demos.

• University students (female and male) telling their stories

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First Steps… Question 1 Do you think you know much about what

physics is about? (n = 187)

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0.0

5.0

10.0

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25.0

30.0

35.0

40.0

45.0

1 2 3 4 5 (blank)

Not Confident at all, 1 to Very Much, 5

PRE-WORKSHOP %

POST-WORKSHOP %

Question 2: Do you enjoy learning about physics and physics-related topics, eg, astronomy, the weather?

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0.0

5.0

10.0

15.0

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25.0

30.0

35.0

40.0

1 2 3 4 5

Not at all, 1 to Very Much, 5

Pre-Workshop %

Post-Workshop %

Question 3 Do you feel confident about doing and learning physics in school?

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0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

1 2 3 4 5 (blank)

Not at all, 1 to Very Much, 5

Pre-Workshop %

Post-Workshop %

Do you think you are likely to take physics as a subject for your Leaving Certificate?

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

Yes No Maybe Yes No Maybe

Pre-Workshop Post-Workshop

Pe

rce

nt

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Findings

• Overall improved student perceptions of physics, with shift to higher rating on all items

• Eg, for enjoyment of learning about physics, mode rating was 2 before the workshop (38%) and 4 after the workshop (40%).

• 58% increase in ‘Maybe’ and a 44% increase in ‘Yes’, re intention to take physics for Leaving Certificate.

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In short

• Preliminary evaluations of pilot very promising re positive impact of school visit

• Unknown whether this translated into better outcomes for subject choices/Hawthorne effect

• Need to upscale and diversify intervention

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Next Steps

• More ambitious school visit programme

• Student competition for projects

• Showcase event for teachers

• Interactive website for parents, teachers and students, with curriculum-linked activities

• More extensive and robust research activities

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Thank You!

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References

• DES. (2017). STEM education: Implementation plan 2017-2019. Dublin: Department of Education and Skills. Retrieved from:

https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-implementation-plan-2017-2019-.pdf

• Gill, T. and Bell, J. F. (2013) 'What factors determine the uptake of A-level physics?', International Journal of Science Education, 35(5), 753-772.

• IOP. (2012). Engaging with girls: Increasing participation of girls in physics - an action pack for teachers. Institute of Physics. Retrieved from: http://www.iop.org/education/teacher/support/girls_physics/action_pack/page_41739.html

• IOP. (2015). Opening doors: A guide to good practice in countering gender stereotyping in schools. Institute of Physics. Retrieved from: http://www.iop.org/education/teacher/support/girls_physics/reports-and-research/opening-doors/page_66438.html

• IOP. (2017a). Improving Gender Balance: Reflections on the impact of interventions in schools. Institute of Physics. Retrieved from: http://www.iop.org/education/teacher/support/girls_physics/reports-and-research/improving-gender-balance/page_69157.html

• IOP (2017b) Improving Gender Balance Scotland: An Action Guide for Secondary Schools. Institute of Physics. Retrieved from: https://www.iop.org/education/teacher/support/girls_physics/resources/file_69811.pdf

• Lewis, K. L., Stout, J. G., Finkelstein, N. D., Pollock, S. J., Miyake, A., Cohen, G. L., & Ito, T. A. (2017). Fitting in to Move Forward: Belonging, Gender, and Persistence in the Physical Sciences, Technology, Engineering, and Mathematics (pSTEM). Psychology of Women Quarterly, 41(4), 420-436.

• Lewis, K. L., Stout, J. G., Pollock, S. J., Finkelstein, N. D., & Ito, T. A. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research, 12(2), 020110.

• STEM Education Review Group. (2016). STEM education in the Irish school system: A report on science, technology, engineering and mathematics (STEM) education. Dublin: Department of Education and Skills. Retrieved from: https://www.education.ie/en/Publications/Education-Reports/STEM-Education-in-the-Irish-School-System.pdf

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