"It is just how things are": physics teachers' perceptions about the gender gap in secondary school physics

The gender gap in physics in Australian secondary schools remains a significant issue. This study aims to address this problem by examining how physics teachers perceive girls' participation in physics, and how these perceptions influence their approach to gender issues and their potential impact on girls' physics identity. The study uses a multi-case qualitative research design and applies a physics identity framework from a gender perspective. Data was collected from seven physics teachers from three Australian states. The findings indicate a connection between teachers' perceptions of the gender gap in physics and their prioritisation of addressing this issue in their teaching. The data reveals that teachers with feminist beliefs actively tackle gender issues and challenge norms that hinder girls' participation. On the other hand, teachers with beliefs aligned with mainstream gender roles tend to maintain the status quo without making evident pedagogical adjustments to specifically support girls' physics identity. The findings emphasise the necessity for ongoing professional development for physics teachers, enabling them to counter their unconscious gender biases and promote physics to girls.