Racial Hierarchy and Masculine Space: Participatory In/Equity in Computational Physics Classrooms

Autor/inn/en	Shah, Niral; Christensen, Julie A.; Ortiz, Nickolaus A.; Nguyen, Ai-Khanh; Byun, Sunghwan; Stroupe, David; Reinholz, Daniel L.
Titel	Racial Hierarchy and Masculine Space: Participatory In/Equity in Computational Physics Classrooms
Quelle	In: Computer Science Education, 30 (2020) 3, S.254-278 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shah, Niral) ORCID (Byun, Sunghwan) ORCID (Reinholz, Daniel L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2020.1805285
Schlagwörter	Physics; Science Instruction; Gender Differences; Equal Education; Disadvantaged; Minority Group Students; Racial Differences; High School Students; Computer Software; Student Participation; Group Dynamics; Video Technology; Hispanic American Students; African American Students; Masculinity; Classroom Communication; Power Structure; Computer Science Education; Teaching Methods; Advanced Placement + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterkonflikt; Rassenunterschied; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendynamik; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Männlichkeit; Klassengespräch; Computer science lessons; Informatikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background and Context: Computing is being integrated into a range of STEM disciplines. Still, computing remains inaccessible to many minoritized groups, especially girls and certain people of color. In this mixed methods study, we investigated racial and gendered patterns of equity and inequity in high school physics classrooms incorporating computational modeling, with an emphasis on group work. Objective: The objectives of this study were: 1) to document equity patterns in student participation and how they vary based on group composition by race and gender; and 2) to understand how discourses of race and gender influence group interactions. Method: We used the EQUIP web app (https://www.equip.ninja) to analyze quantitative patterns in student participation. We then identified video of three group sessions and analyzed how discourses of race and gender mediated classroom interactions. Findings: Data show that racial hierarchies were prominent, with White students dominating group interaction and Black and Latinx students experiencing substantial marginalization. While there was evidence of gender equity in many groups -- particularly those with greater proportions of girls -- we show how computing and physics were still maintained as masculine spaces. Implications: Teachers of computing should intentionally structure learning environments to attenuate the impact of White supremacy and patriarchy. More research is also needed on how power operates in computing education at the level of classroom interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01