04/02/2021
By Robin Hall

The College of Education invites you to attend a doctoral dissertation defense by Amie Milkowski on “Exploring the Impacts of Mathematics Placement on Female Enrollment and Success in Advanced Placement High School Physics Electives.”

Date: Thursday, April 15, 2021
Time: 5 p.m. EST
Location: This will be a virtual defense via Zoom. Those interested in attending should email
Michelle_ScribnerMacLean@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: Michelle Scribner-MacLean, Ed.D., Clinical Professor, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • Anita Greenwood, Ed.D., Dean Emeritus, College of Education, University of Massachusetts Lowell
  • Kathleen McLaughlin, Ed.D., Scholar of Practice

Abstract:

Females are underrepresented in all levels of physics, while a simultaneous need exists to increase the physical science workforce pipeline. A review of current literature found exposure to more advanced pSTEM courses might influence students to pursue those career-fields, however enrollment in Advanced Placement (AP) Physics remains male-dominated. It is reported that students’ decisions to pursue physics at the high school level are impacted by self-efficacy and career interest, and that those variables are influenced by perceptions that physics, as well as mathematics, require field-specific ability. Eligibility for AP Physics C requires students to be at least concurrently enrolled in a calculus course, a level of mathematics only select students achieve in high school given mathematics tracking practices. Given this advanced mathematics prerequisite for AP Physics C, this study examined the impact of mathematics placement on students’ theories of intelligence for physics, and female enrollment in AP Physics. This study also analyzed students’ initial high school mathematics placements and course histories for gender based disparities. No gender disparity in initial mathematics placement was found in this study. However, eligible female students enrolled in AP Calculus BC and AP Physics C at lower rates than eligible male students, and also averaged lower incremental mindset scores than male students. Students placed in the lower high school mathematics track averaged the lowest incremental mindset scores when analyzed by gender and mathematics placement. Highly tracked female students reported that the decision made for their initial mathematics placement was not well understood in terms of its permanence, and asserted comments and perceived attitudes from teachers made them question their belonging and ability for pSTEM courses, including engineering.