Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.
Without reading the references, I must say that I am a bit puzzled on what exactly is this "wise schooling". It appears to be more of a "mentoring" than teaching. And I hate to say this, but in some aspects, it borders on "political correctness".
Now, before you jump all over me on that, if you have read this blog for any considerable period of time, you would have clearly known by opinion on gender imbalance in physics, and what *I* have personally done to promote science, and especially physics, among girls and women. So I'm all for studies like this that not only can identify a potential source of the problem, but also recommends steps to remedy them. However, after reading this paper, I feel rather scared to say anything because I'm afraid I might inadvertently discourage the affirmation for the "domain belongingness". I'm also all for positive reinforcements, but at some point, when something isn't correct, you have to say it without any adornment and with no BS.
So, did I completely misread this paper?