Enriching gender in physics education research: A binary past and a complex future

[This paper is part of the Focused Collection on Gender in Physics.] In this article, we draw on previous reports from physics, science education, and women’s studies to propose a more nuanced treatment of gender in physics education research (PER). A growing body of PER examines gender differences in participation, performance, and attitudes toward physics. We have three critiques of this work: (i) it does not question whether the achievements of men are the most appropriate standard, (ii) individual experiences and student identities are undervalued, and (iii) the binary model of gender is not questioned. Driven by these critiques, we propose a conception of gender that is more up to date…