No questions asked: a mixed-methods study of gendered participation patterns for physics undergraduates

Abstract This study examines gender differences in verbal classroom participation in physics higher education and how routine teaching practices shape opportunities to speak and be recognised. We studied second- to fourth-year physics students at the University of Barcelona using a mixed-methods design that combined systematic coding of 900 classroom interactions with a focus group on students’ experiences of speaking in physics courses. Verbal contributions were coded by type (doubt, answer to instructor, explanation and amplification), enabling comparisons in both frequency and style of participation by gender. Results show persistent disparities: women participated more often through brief, instructor-directed responses, whereas men more frequently produced explanatory contributions and peer-directed comments that function as displays of epistemic authority. Spontaneous questions were more evenly distributed but remained slightly more frequent among men. Focus group accounts help interpret these patterns: many women described reluctance to speak publicly due to fear of negative evaluation, concern about making mistakes, and perceptions that extended explanations are received more positively from male peers. The findings suggest that physics classrooms, despite progress toward equity, continue to reproduce subtle barriers to full participation. Encouraging varied modes of oral engagement, valuing different communicative styles, and fostering a climate where questions and reasoning are welcomed without fear of evaluation can support more balanced interaction and help create inclusive learning environments in physics.