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There is consistent and growing evidence that physics instructiondisproportionately harms female students' self-efficacy, their beliefs abouttheir ability to learn and do physics. This harm is problematic becauseself-efficacy supports student learning and persistence. Nissen and Shemwell(PhysRevPER, 12, 2016) investigated this harm using an in-the-moment measure ofstudent's self-efficacy states, which are dynamic judgments of one's ability tosucceed in the activity at hand. Their results indicated that female studentsexperienced much lower self-efficacy states in physics than male students did,and that this gender difference did not occur in other STEM courses. Alimitation of their study was that it only investigated a single collegephysics course. In order to further inform the generalizability of thisphenomenon I analyzed a large data set of 35,464 experiences from 4,816students at 33 secondary schools collected between 1993 and 1997 that wasdesigned to be representative of high school students' experiences. Resultsconfirmed that there was a large gender difference in self-efficacy states inhigh school physics courses and not in any other courses. The identification ofthis phenomenon in two very different settings indicates that physicsinstruction systemically harms female students' belief in their ability tolearn and do physics.

Are inequities in self-efficacy a systemic feature of physics education?