Role of inclusiveness of learning environment in predicting students' outcomes in courses in which women are not underrepresented

TL;DR

This study examines how inclusiveness factors like recognition and belonging influence student outcomes in a physics course where women are well-represented, highlighting the importance of a supportive learning environment for all students.

Contribution

It identifies key aspects of the learning environment that significantly impact students' physics beliefs and identities, emphasizing inclusiveness in courses with gender balance.

Findings

Women had lower physics beliefs than men.

Perceived recognition predicts physics identity.

Sense of belonging predicts physics self-efficacy.

Abstract

Student beliefs in introductory physics courses can influence their course outcomes and retention in STEM disciplines and future career aspirations. This study used survey data from 501 students in the first of two-semester algebra-based introductory physics courses primarily taken by bioscience majors, in which women make up approximately 65% of the class. We investigated how the learning environment including perceived recognition, peer interaction, and sense of belonging correlate with students' physics outcomes, including their physics self-efficacy, interest, and identity. We found that in general, women had lower physics beliefs than men and the learning environment plays a major role in explaining student outcomes. We also found that perceived recognition played an important role in predicting students' physics identity and students' sense of belonging played an important role in predicting students' physics self-efficacy in the first algebra-based introductory physics course investigated. These findings can be useful to contemplate strategies to create an equitable and inclusive learning environment to help all students to excel in these physics courses.