Focusing Efforts to Improve Gender Equity in Physics Education: A Pan-Canadian Physics Education Research Network
Bibliographic record
Abstract
Women participating in physics play an essential role in Canada’s economic and research future through their potential to maximize research excellence and broaden horizons with diverse perspectives. However, the underrepresentation of women in physics remains a pressing concern for Canada, especially in higher education since the culture of inequity in the field impedes both its own and women’s progress. Research suggests a need for further physics education research and networking to increase the number of women in physics; the degree of collaborations between researchers in physics education is less than in other science fields due to fragmented connections. Currently, there is limited knowledge of (a) the status of physics education research (PER) across Canada (especially relating to gender), (b) Canadian universities’ stance on PER and its mobilization, and (c) how researchers, policy makers, and practitioners are working together in a network to improve the underrepresentation of women in physics. This proposed study aims to fill these knowledge gaps and investigate what capacity a pan-Canadian physics education research network may have to develop a culture of gender equity in the field.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".