(Link) Contextual framing in physics problems has been shown to generally affect student performance on assessments. This study seeks to identify some of the main influences of this effect, and to characterize how contextual framing may vary within a classroom. Students in summer introductory physics courses (algebra based and calculus based) are administered surveys that assess performance on problems that are contextually rich (more “real world”) vs. contextually bland (more abstract, “laboratory” descriptions). Initially females perform worse than do males on the contextually rich versions of the assessments when performance was equal on the contextually bland versions of the test. However further assessment reveals no clear trend how explicit contextual framing influences male and females differently. Students were polled on Attitudes and beliefs regarding the use of different kinds of context in the classroom, and the researcher’s observations of instructor practice correlated well with students’ opinions. Other roles of problem contextualization are identified, including the triggering of intuition and reasoning, albeit sometimes incorrect.