Reviewing the role of the physics curriculum and its assessment in post-16 gender disparities

Abstract

Physics drives innovation, addressing humanity’s problems. Learning physics should be an entitlement for all, but access to the physics curriculum is currently inequitable, frequently being perceived as androcentric and Eurocentric. The proportion of girls taking Advanced Level Physics in England has remained low over the last 30 years. We describe changes to the secondary curriculum and its assessment in England from the 1980s onwards, reviewing research about how these changes might affect girls’ physics uptake. Arguably, curriculum and assessment decisions have a gatekeeping effect, locking many students out of physics. Research indicates that the science curriculum and its assessment create challenges for girls in accessing physics and identifying as physicists. Whilst introducing balanced science (including biology, chemistry, and physics) to age 16 prevented stereotypical choices at age 14, curriculum content was viewed by young people and teachers as inflexible, irrelevant, lacking debate, and repetitive. Consequently, changes were made. However, the desired improvement in girls’ physics uptake did not happen and subsequent curriculum changes restored the status quo. Policymakers should work more closely with practitioners, including experts from underrepresented groups, when making changes, using research and pupil voice to inform them, to improve inclusion and diversity.