Bridging the gender gap in physics: the role of gender-responsive physics pedagogy

Abstract

Despite the cardinal role Physics play in human and National development, it is plagued by underrepresentation of females in the classrooms as students and also as teachers or lecturers. In physics classes in secondary schools and higher institutions, female students are not fairly represented. This in turn is affecting the number of female physics teachers as well as the number of female physics lecturers. Low representation of females in physics is influenced by some social, cultural, biological and environmental factors. The problem seems to be more socially related. This paper presents a theoretical review of underrepresentation of female gender in physics in the areas of teaching methods, classroom arrangement and learning materials. The paper also discussed how gender-responsive pedagogy relating to women’s interest, persistence, and achievement in physics could change the narrative of low female enrolment in physics classes. Practical suggestions were made on how physics pedagogy could be made more gender-responsive with the aim of retaining more women in Physics. Among the recommendations is that there should be more female physics role models to female students who they can emulate and relate with freely.