Impact of Peer Instruction on underrepresented groups

This talk discusses the performance of traditionally underrepresented groups (women and underrepresented racial and ethnic minority groups) when taught introductory physics using Peer Instruction, either with traditional discussion sections or combined with other interactive engagement strategies. On average, students from these underrepresented groups enter with weaker preparation; for data obtained at Harvard University, we examine end-of-semester performance results, both end-of-semester conceptual inventory data and student grades, controlling for student background. We also summarize results of studies at other institutions.