Girls into Physics
The under-representation of girls in post-16 physics was the rationale for the inclusion of a ‘Girls in Physics’ component in the Stimulating Physics project. This component was delivered by the UK Resource Centre for Women in Science, Engineering and Technology (UKRC) between February 2007 and July 2009.
The UKRC worked in partnership with partners from the Stimulating Physics Programme to model good gender friendly practice; provide encouragement and stimulus for physics practitioners to analyse and further develop existing good gender practice, and provide advice and support relating to handling gender equality in the physics community.
Key outcomes
Outcomes from the work indicate that the profile of girls in physics has been raised significantly amongst Stimulating Physics partners. In particular, many physics teachers now recognise the barriers that girls face, and are convinced of the need to be proactive in taking action to remove these barriers. As part of this, a significant number of teachers have been active in embedding girl-friendly learning activities into their professional practice. Similarly, other Stimulating Physics partners have embedded a gender equality dimension into their systems and activities. The UKRC adopted a ‘practitioner-led’ approach and as a consequence of this, an impressive group of gender ‘champions’ has emerged who have the enthusiasm and commitment required to take what has been achieved further. Alongside this, key personnel in the three Stimulating Physics regions extended their roles to encompass gender equality and have worked closely with the UKRC to embed a gender equality message into broader Stimulating Physics activities.
Recommendations for potential themes for further development
These lists are not exhaustive, but should provide a basis from which to generate further ideas.
- Suggested Themes related to Classroom Practice:
- Piloting and evaluation of the sample girl-friendly learning activities described above, and generation of further similar samples.
- Development, piloting and evaluation of further physics-related simulation activities similar to Ashfield, with gender equality embedded. This could be done in partnership with girls.
- Development of learning methods and materials to support personalised learning with gender equality embedded. This could also be done in partnership with girls.
- Training and development targeted at girls in the physics classroom to enable them to become more confident and assertive.
- Training and development targeted at boys in the physics classroom to develop the skills to become more collaborative in mixed gender learning activities.
- Developing, piloting and evaluating learning activities to demonstrate the ‘real world’ benefits of studying physics
- Developing further girl-friendly initiatives
- Designing and piloting projects to support girls to promote physics to younger girls.
- Suggested Themes related to Physics Careers:
- Developing and piloting gender focused opportunities for learner-led research and development. For example, researching women in physics-related careers or good practice in implementing equality and diversity in the workplace.
- Strengthening the links between physics curriculum and physics-related careers guidance
- Designing and piloting strategies for bringing the world of work into the physics classroom
- Designing and piloting strategies for bringing positive female role models from universities and industry into the physics classroom.
- Designing and piloting gender-friendly industrial visits, work-placement and employer involvement in the physics classroom
- Suggested Themes related to Policy Implementation, Performance Management and Quality Assurance Systems:
- Supporting schools to design and implement strategies for implementing gender equality policies.
- Building the capacity within schools to design, deliver and evaluate gender focused events in schools.
- Building the capacity within schools to design, deliver and evaluate gender focused events in partnership with industry and other external stakeholders.
- Building gender equality into the appraisal of physics teachers.
- Building gender equality into the professional profiles of physics teachers.
- Building gender equality into quality assurance systems and processes.
- Building gender equality into assessment and accreditation systems.
- Designing a framework for the continuous improvement and development of gender equality practice in physics
- Providing support and good practice benchmarking for a team of physics gender equality champions.
Next steps:
Following the conclusion of the Stimulating Physics Programme, it is anticipated that there will be further projects which will include a gender dimension. The recommendations below suggest ways in which gender equality may be managed as part of these. These include any future regional project which encompasses gender equality, for example, the National HE STEM Programme, as well as the anticipated further round of action research projects delivered through the Science Learning Centres and DCSF-funded ‘Stimulating Physics Network’ Programme. It is expected that some of the action research projects will focus discretely on gender equality, however, there is an opportunity with those not exclusively focused on gender equality to ensure that gender equality is embedded as part of mainstream activities.
- There should be a formal gender equality requirement built into the contractual arrangements for those delivering future widening participation in physics projects.
- Experience has shown that partners are keen to evaluate the impact of activities to engage and support girls. Therefore, there should be a requirement that partner reports should include information about numbers of girls and types of activities in which they have been engaged, as well as disaggregated feedback on satisfaction/experience of activities. Without this baseline data, it will be impossible to identify what is and what is not working.
- The strategic planning process for projects aiming to widen participation in physics should include outcomes specifically related to increasing the representation and participation of girls in physics.
- Responsibility for embedding gender equality into project activities should be written into the roles and responsibilities of key project staff.
- Participating schools and other organisations should be required to sign up to a gender equality commitment as part of the contracting arrangements.
- Some of the strategic partners for widening participation projects should be selected based on their capacity to effect system change, for example, awarding bodies and professional standards setters.
- A team of physics gender equality champions should be assembled to work in partnership with a neutral independent gender consultant to build from what has been developed through Stimulating Physics and the parallel Girls in Physics Action Research projects.
- The gender equality champions should be responsible for developing and operating an observatory of good gender equality practice in physics.
- A neutral independent STEM/ SET Gender Equality Consultancy should be considered to model good practice and facilitate, stimulate and support the above proposals for further gender equality good practice in the physics community.
- The role of the STEM/SET Gender Equality Consultancy in stimulating and supporting the embedding of gender equality should be signposted to all partners by the lead partner.