Comment on “How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses”

Abstract

A recent paper used structural equation modeling to infer the effects of gender-dependent student attitudes on several outcomes of introductory physics courses. The model used is precisely Markov equivalent to an equally plausible approximation in which a key gender-dependent coefficient in determining attitudes is indistinguishable from zero. I also argue that the qualitative framing may attribute to students motivations that actually belong to their teachers.