Stereotype threat (ST), which involves confirming a negative stereotype about one's group, is a factor thought to contribute to the gender gap in science achievement and participation. This study involved a quasi-experiment in which 312 US high school physics students were randomly assigned, via their classroom cluster, to one of three ST conditions. The conditions included an explicit ST condition, an implicit ST condition, and a nullified condition. Results indicated that males in all three conditions performed similarly on a set of physics problems. Females in the nullified condition outperformed females in the explicit ST condition and females in the implicit and explicit conditions performed similarly. Males performed better than females in the implicit and explicit ST conditions, but male and female performance on the physics problems was not significantly different in the nullified condition. The implications of these findings for physics instruction and future research on gender differences in physics and ST in science are discussed.

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed.

Impostor Phenomenon (IP), also called impostor syndrome, involves feelings of perceived fraudulence, self-doubt, and personal incompetence that persist despite one’s education, experience, and accomplishments. This study is the first to evaluate the presence of IP among data science students and to evaluate several variables linked to IP simultaneously in a single study evaluating data science. In addition, it is the first study to evaluate the extent to which gender identification is linked to IP. We examined: (1) the degree to which IP exists in our sample; (2) how gender identification is linked to IP; (3) whether there are differences in goal orientation, domain identification, perfectionism, self-efficacy, anxiety, personal relevance, expectancy, and value for different levels of IP; and (4) the extent to which goal orientation, domain identification, perfectionism, self-efficacy, anxiety, personal relevance, expectancy, and value predict IP. We found that most students in the sample showed moderate and frequent levels of IP. Moreover, gender identification was positively related to IP for both males and females. Finally, results indicated significant differences in perfectionism, value, self-efficacy, anxiety, and avoidance goals by IP level and that perfectionism, self-efficacy, and anxiety were particularly noteworthy in predicting IP. Implications of our findings for improving IP among data science students are discussed.