Making a Difference

Girls in Physics - Key Messages

Girls in physics

The under representation of girls in physics post-16 is a serious issue for the UK and in particular for the STEM community. The Institute believes:

1. Any changes to the physics curriculum should be informed by an understanding of the gender issues and the impact of changes on girls must be monitored.
   
2. A good supply of well qualified and enthusiastic Physics teachers is vital, because girls, who often lack familiarity with the situations and activities that are common in physics, require more support to negotiate shared meanings and are therefore more sensitive to poor teaching than boys.
   
3. The physics curriculum must develop students' understanding of how the physics they are learning relates to themselves, impacts on the modern world and opens up a range of professional and technical careers.
   
4. The whole assessment process must not introduce barriers to the participation of girls in physics.

Girls are under-represented in physics after the age of 16. In 2005 physics was the 12th most-popular A-level in the UK, with 28 119 candidates. Of these, 21 922 were male, making physics the sixth most-popular A-level subject for boys behind maths (32 719), general studies (28 083), English (26 332), history (22 342) and biology (22 046). For girls, physics was the 19th most-common A-level choice. Of those who took physics A-level, 34% achieved an A grade. In 2005 only 14% of girls who were awarded an A* or A for GCSE Double Award Science or Physics sat A-level physics. In other words there is a very substantial number of girls who have the ability to do well at physics but who are choosing not to study the subject post-16.

For the UK the under representation of girls in physics is a very serious problem because A-level physics is a gateway qualification to a variety of careers that make a substantial contribution to the financial and intellectual wealth of the country.

The Institute of Physics commissioned a review to try and understand the causes of this problem. Drawing on this review a teachers’ guide and two videos were produced to help teachers to find ways of encouraging more girls to study Physics.

Girls in the Physics Classroom: Review of Research on Girls’ Participation in Physics by Patricia Murphy and Elizabeth Whitelegg of the Open University

Girls in the Physics Classroom: A Teachers’ Guide for Action

Girls in the Physics Classroom: Videos

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