Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory

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 th...

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Autores principales:	Jayson M. Nissen, Ian Her Many Horses, Ben Van Dusen
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/8ae5f1e9f6b14152bb9aec546f16dde6
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spelling	oai:doaj.org-article:8ae5f1e9f6b14152bb9aec546f16dde62021-12-02T10:43:32ZInvestigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory10.1103/PhysRevPhysEducRes.17.0101162469-9896https://doaj.org/article/8ae5f1e9f6b14152bb9aec546f16dde62021-03-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010116http://doi.org/10.1103/PhysRevPhysEducRes.17.010116https://doaj.org/toc/2469-9896The 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 expertlike 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.Jayson M. NissenIan Her Many HorsesBen Van DusenAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010116 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Jayson M. Nissen Ian Her Many Horses Ben Van Dusen Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
description	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 expertlike 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.
format	article
author	Jayson M. Nissen Ian Her Many Horses Ben Van Dusen
author_facet	Jayson M. Nissen Ian Her Many Horses Ben Van Dusen
author_sort	Jayson M. Nissen
title	Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
title_short	Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
title_full	Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
title_fullStr	Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
title_full_unstemmed	Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
title_sort	investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/8ae5f1e9f6b14152bb9aec546f16dde6
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Investigating society’s educational debts due to racism and sexism in student attitudes about physics using quantitative critical race theory

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