Current projects

The Institute is currently running two gender balance projects.

Current projects

Improving Gender Balance (England) is a national research trial, funded by the Department for Education and led by the IOP in partnership with UCL Institute of Education. We are recruiting selected secondary schools to help us increase the proportion of girls choosing to progress to A-level physics.

Gender Action is an award programme which promotes and supports a whole-school approach to challenging stereotypes. Gender Action is a partnership between the Institute of Physics, King's College London, UCL Institute of Education and the University Council of Modern Languages. Funding from the Mayor of London has enabled a 2019 rollout in the capital.


Other projects

Improving Gender Balance (Scotland)
IOP ran a three year (2015 – 2018) IGB Scotland pilot, in partnership with Skills Development Scotland and Education Scotland. The pilot worked with six school clusters: each cluster consisted of a secondary school and its associated primary schools and early learning and childcare centres. Read the final evaluation of the project here.

The Scottish Government has recognised the benefits of the approach, and has asked for the learning from the pilot to be rolled out across Scotland. A team of six officers, based within Education Scotland, have started to work regionally, with an aim of embedding the learning form the pilot across all early years centres, primary and secondary schools by 2022.

Improving Gender Balance (Ireland)
In Ireland, typically only 13-14% of students choose to study physics at upper second level and complete the Leaving Certificate Physics Examination and of this cohort only 25-26% are girls. Improving Gender Balance in Ireland is a three-year national collaborative project led by CASTeL at Dublin City University, in partnership with the Institute of Physics and Science Foundation Ireland. 

This study is being carried out in collaboration with principals, teachers and students from seven second level schools with the specific aims of enhancing science teachers’ approaches to the teaching and learning of physics in Junior Cycle science, increasing awareness of STEM careers and employing a whole school approach to addressing unconscious bias and gender stereotyping and building confidence and resilience for students.

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