Gender and Science: Investigating Female Students’ Perceptions of Physics

Abstract

This study investigates the perceptions and interests of female students in grades XI and XII toward physics in secondary schools, with a specific focus on the underrepresentation of women in the field and its implications for education in Nepal. Although women make up over half of the population, their participation in physics-related careers and academic disciplines remains notably low. Similar global trends have been reported in studies by Hazari et al. (2013), Makarova et al. (2019), and Rosenberg et al. (2024), highlighting persistent gender gaps, stereotype threats, and identity-related barriers in physics. This research seeks to understand how these issues manifest in the Nepali context by examining girls’ perceptions of physics and identifying strategies to enhance their engagement. A mixed-method approach was used, combining qualitative interviews and quantitative questionnaires to collect data from forty female students and eight teachers across four schools in Tanahun District. Quantitative data were analyzed using SPSS, while thematic analysis was applied to the qualitative data. Key themes emerged from the findings, including the perception of physics as a difficult subject, the influence of gender stereotypes, career ambitions, interest levels, and the role of teachers. Despite perceived barriers, some girls showed a strong interest in physics. Factors such as motivated teachers, accessible lab resources, and extracurricular activities were found to positively influence engagement. The study recommends interactive teaching, inclusive curricula, supportive policies, and community involvement to foster gender equity in physics education, aligning with similar evidence from international research (Tshering et al., 2024; Guenaga et al., 2022).