Investigating Society's Educational Debts Due to Racism and Sexism in Student Attitudes about Physics Using Quantitative Critical Race Theory

Autor/inn/en	Nissen, Jayson M.; Her Many Horses, Ian; Van Dusen, Ben
Titel	Investigating Society's Educational Debts Due to Racism and Sexism in Student Attitudes about Physics Using Quantitative Critical Race Theory
Quelle	In: Physical Review Physics Education Research, 17 (2021) 1, Artikel 010116 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nissen, Jayson M.) ORCID (Van Dusen, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Racial Bias; Gender Bias; Student Attitudes; Physics; Science Instruction; Scientists; Females; Diversity; Social Influences; Inclusion; Disproportionate Representation; Critical Theory; Race; College Students; Minority Group Students; White Students; Hispanic American Students; Asian American Students; African American Students; Social Bias; Colorado + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Geschlechterstereotyp; Schülerverhalten; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Scientist; Wissenschaftler; Weibliches Geschlecht; Sozialer Einfluss; Inklusion; Kritische Theorie; Rasse; Abstammung; Collegestudent; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner
Abstract	The American Physical Society calls on its members to improve the diversity of physics by supporting an inclusive culture that encourages women and Black, Indigenous, and people of color to become physicists. In the current educational system, it is unlikely for a student to become a physicist if they do not share the same attitudes about what it means to learn and do physics as those held by most professional physicists. Evidence shows college physics courses and degree programs do not support students in developing these attitudes. Rather physics education filters out students who do not enter college physics courses with these attitudes. To better understand the role of attitudes in the lack of diversity in physics, we investigated the intersecting relationships between racism and sexism in inequities in student attitudes about learning and doing physics using a critical quantitative framework. The analyses used hierarchical linear models to examine students' attitudes as measured by the Colorado Learning Attitudes about Science Survey. The data came from the Learning About STEM Student Outcomes database and included 2170 students in 46 calculus-based mechanics courses and 2503 students in 49 algebra-based mechanics courses taught at 18 institutions. Like prior studies, we found that attitudes either did not change or slightly decreased for most groups. Results identified large differences across intersecting race and gender groups representing educational debts society owes these students. White students, particularly White men in calculus-based courses, tended to have more expert-like attitudes than any other group of students. Instruction that addresses society's educational debts can help move physics toward an inclusive culture supportive of diverse students and professionals. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01