Improving Gender Balance (IGB)

The Improving Gender Balance project is part of the Stimulating Physics Network (SPN), an IOP project funded by the Department for Education to develop the teaching and learning of physics in secondary schools.The SPN supports over 400 SPN Partner Schools across England.Running since 2006, it has recently been refunded with an expanded scope, which includes the development of the IGB project.

IGB aims to improve the number of girls choosing to progress to A-level physics by addressing the factors which the evidence suggests are important in influencing subject choices. It involves three distinct interventions in a total of 20 schools to identify effective ways of increasing the number of girls choosing A-level physics:

  • Strand A: ‘Building confidence and resilience’
  • Strand B: ‘Girls and the physics classroom’
  • Strand C: ‘School Culture’

A fourth intervention, the Drayson Project, will examine the impact of running all three strands concurrently in a further 3-6 schools. This work will be funded by a generous private donation made to the IOP.

Schools will be identified on the basis of the IOP’s analysis of the NPD relating to gender balance in subject choices. We will involve schools in a variety of settings (urban, rural, suburban etc.) and with a diverse range of characteristics. The effectiveness of these strands will be subject to robust external evaluation, with the intention that the findings will be applied to and integrated into the main body of support provided by the IOP to schools.

Description of interventions

Strand A. Building confidence and resilience

2 part time (0.5 FTE) Project Officers each supporting 4 schools*

Based in North East or Midlands**

GCSE data show that girls outperform boys in physics. However, there is evidence that girls lack confidence in their ability to excel in A-level physics.They also lack sustained exposure to role models; they tend not to identify with the subject; they have concerns that physics is unfeminine; and they can fear being the only girl in a physics class. We have developed specific interventions to address these findings which the two Project Officers will run in a total of 8 schools, working primarily with female students from Years 8 to 11. The activities are:

  1. Engaging girls with the problem.An existing discussion workshopwill be developed and deployed with the female students. The workshop was developed by the IOP to explore gender stereotyping, make girls aware of the issues and encourage ownership of the problem.
  2. Primary outreach.Links will be developed with local primary schools and Year 8 and 9 girls will act as physics ambassadors with primary school pupils. This will increase girls’ enthusiasm for the subject and help to counter nascent gender stereotyping in primary schools.
  3. Priming. A number of priming sequences will be used to develop Year 10 and 11 girls’ confidence and resilience.
  4. Developing salient relationships. Working with STEMNET Ambassadors to develop an on-going relationship with a cohort of female students.

Strand B. Girls and the physics classroom

2 part time (0.5 FTE) Project Officers each supporting 4 schools*

Based in East of England or North East**

This strand will work with teachers to modify their pedagogy and classroom management during physics lessons. This approach is based on the experiences of an action research project led by the IOP and Science Learning Centres in 2008-09. Two POs will work with science teachers in 8 schools to implement IOP recommendations to develop gender-aware approaches to classroom management and pedagogy, embed careers messages into lessons and to develop a model for practical work that engages girls. POs will facilitate the following activities:

  1. The big picture. The science department will develop physics schemes of work to include context and the bigger picture in the teaching of all topics in each year group;
  2. Reflective practice. Physics teachers will be supported in using the IOP’s ‘Engaging with Girls’ resources to reflect on their practice;
  3. Group work. Teachers will be supported in using active group management techniques to avoid marginalising girls in lessons;
  4. Practical work. The quality of practical work in physics lessons will be strengthened, supported by the ASE’s ‘Getting Practical’ materials;
  5. Careers. Schools will develop and support a programme of careers sessions appropriate to each year group across the school year.

Strand C. Whole school approach to gender stereotyping

2 part time (0.8 FTE) Project Officers each supporting 2 schools*

Based in Midlands or East of England**

Recent IOP research shows that the proportion of girls continuing to A-level physics depends strongly on the type of school they attend and that girls’ participation in physics is linked to gender imbalances in other subjects and therefore to the culture across the school. The two Project Officers will each work with two schools; they will be embedded in each school for two days a week. We will identify schools in which gender imbalances are reinforced across multiple subjects. The POs will establish a whole school protocol that encourages teachers in all subjects to counter gender stereotyping effects. POs will work to effect institutional change, including:

  1. Benchmarking and commitment. Examination of attainment and progression data for the school disaggregated by gender. Areas of asymmetry will be discussed with governors, the head teacher and subject leaders; a whole school action plan will be developed. Engagement at these levels is an essential factor in eliciting change.
  2. Cross-subject commitment. Workshops with teachers on topics including choice of curriculum materials, careers advice and subject choice.
  3. Gender identity.Sessions with pupils about gender identity and how to counter the notion of ‘girls’ subjects and ‘boys’ subjects.
  4. Environment. Celebrating the school’s commitment to gender equality throughout the school (classrooms, hallways, reception etc.); facilitating assemblies with each year group in the school.
  5. Workshop resources. Development of legacy resources that can be used with pupils in the future and rolled out across the SPN programme.

The Drayson Project

Strand D. Integrated interventions

1 full time or 2 part time (0.5 FTE) Project Officers supporting a total of 3 to 6 schools*

Based in London/Thames Valley**

This project will investigate the cumulative impact of multiple interventions on the progression of girls to A-level physics. We will appoint one full-time PO, or equivalent, to work with 6 schools to develop and facilitate a programme which includes elements of all three interventions described above.

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* There is some flexibility on the part time allocations of these posts.

** There is some flexibility on locations; though preference will be given to people who can work in the regions mentioned.