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The lack of diversity and the under-performance of underrepresented studentsin STEM courses have been the focus of researchers in the last decade. Inparticular, many hypotheses have been put forth for the reasons for theunder-representation and under-performance of women in physics. Here, wepresent a framework for helping all students learn in science courses thattakes into account four factors: 1) characteristics of instruction and learningtools, 2) implementation of instruction and learning tools, 3) studentcharacteristics, and 4) students' environments. While there has been muchresearch on factor 1 (characteristics of instruction and learning tools), therehas been less focus on factor 2 (students' characteristics, and in particular,motivational factors). Here, we focus on the baseline motivationalcharacteristics of introductory physics students obtained from survey data toinform factor 2 of the framework. A longitudinal analysis of students'motivational characteristics in two-semester introductory physics courses wasperformed by administering pre- and post-surveys that evaluated students'self-efficacy, grit, fascination with physics, value associated with physics,intelligence mindset, and physics epistemology. Female students reported lowerself-efficacy, fascination and value, and had a more "fixed" view ofintelligence in the context of physics compared to male students. Grit was theonly factor on which female students reported averages that were equal to orhigher than male students throughout introductory physics courses. These genderdifferences can at least partly be attributed to the societal stereotypes andbiases about who belongs in physics and can excel in it. The findings informthe framework and have implications for the development and implementation ofeffective pedagogies and learning tools to help all students learn.

A longitudinal analysis of students' motivational characteristics in introductory physics courses: Gender differences