Incorporating the Stories of Women, People of Color, and LGBTQ+ Scientists into the Physics Classroom

Autor/in	Pell, Hannah
Titel	Incorporating the Stories of Women, People of Color, and LGBTQ+ Scientists into the Physics Classroom
Quelle	In: Science Teacher, 87 (2020) 7, S.26-27 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Disproportionate Representation; Scientists; Females; Minority Groups; LGBTQ People; Physics; Science Instruction; Stereotypes; Secondary School Science + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Weibliches Geschlecht; Ethnische Minderheit; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klischee
Abstract	For many high school students, physics is an abstract subject with complex mathematical statements explaining the world around them. The mathematics can feel intimidating and the introduction of difficult vocabulary, such as "force," "kinetic energy," or "spectroscopy," can give students the impression that physics is impractical or irrelevant in their daily lives. Moreover, women and minority students tend to be dissuaded from studying physics. According to data from the American Institute of Physics' (AIP) Statistical Research Center, the percentage of bachelor's degrees in physics awarded to women has remained static at 20% for nearly two decades. (AIP April 2019) The percentage of undergraduate degrees earned by African Americans and Hispanic Americans remains below 10% (AIP April 2019). One way to increase accessibility to and participation in physics is to point out the contributions of women and people of color throughout history. Physics--like other sciences--is a dynamic field that depends on effective collaboration between scientists of diverse backgrounds to advance knowledge. By focusing on diverse role models--which has been shown to reduce stereotype threat for students of these groups as well as implicit bias for all students--while also calling attention to ongoing diversity issues in science, technology, engineering, mathematics (STEM) today, teachers can challenge conventional and outdated assumptions about a monolithic "physicist" stereotype (Rifkin 2016). This article describes free teaching guides on women, people of color, and lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) scientists in physics history offered by the Center for History of Physics at the American Institute of Physics which can be a useful resource for incorporating the human side of science into a high school STEM classroom. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01