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Physical Review Physics Education Research
written by Ben Van Dusen and Jayson M. Nissen
Many science, technology, engineering, and math degrees require passing an introductory physics course. Physics courses often have high failure rates that disproportionately harm students who are historically and continually marginalized by racism, sexism, and classism. We examined the associations between learning assistant (LA) supported courses and equity in nonpassing grades [i.e., drop, fail, or withdrawal (DFW)] in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status, and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and interpretations of findings. The models associated LAs with overall decreases in DFW rates and larger decreases in DFW rates for Black, Indigenous, and people of color than their White peers. While the inequities in DFW rates were lower in LA-supported courses, they were still present.
Physical Review Physics Education Research: Volume 16, Issue 1, Pages 010117
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Recruitment
= Diversity
Education - Basic Research
- Achievement
- Learning Theory
= Cognitive Apprenticeship
- Research Design & Methodology
= Evaluation
= Statistics
- Sample Population
= Ethnicity or Race
= Gender
- Societal Issues
= Cultural Issues
= Gender Issues
= Race Issues
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Professional/Practitioners
- Administrators
- Researchers
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.010117
NSF Numbers:
DUE-1525338
DUE-1928596
Keywords:
CRT, Critical Race Theory, inclusivity, mentorship, physics LAs, physics identity, physics learning assistants, self-efficacy
Record Creator:
Metadata instance created June 15, 2020 by Lyle Barbato
Record Updated:
January 9, 2023 by Caroline Hall
Last Update
when Cataloged:
April 9, 2020
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Record Link
AIP Format
B. Van Dusen and J. Nissen, , Phys. Rev. Phys. Educ. Res. 16 (1), 010117 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.010117).
AJP/PRST-PER
B. Van Dusen and J. Nissen, Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation, Phys. Rev. Phys. Educ. Res. 16 (1), 010117 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.010117>.
APA Format
Van Dusen, B., & Nissen, J. (2020, April 9). Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation. Phys. Rev. Phys. Educ. Res., 16(1), 010117. Retrieved June 22, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.010117
Chicago Format
Van Dusen, Ben, and Jayson Nissen. "Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation." Phys. Rev. Phys. Educ. Res. 16, no. 1, (April 9, 2020): 010117, https://doi.org/10.1103/PhysRevPhysEducRes.16.010117 (accessed 22 June 2024).
MLA Format
Van Dusen, Ben, and Jayson Nissen. "Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation." Phys. Rev. Phys. Educ. Res. 16.1 (2020): 010117. 22 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.010117>.
BibTeX Export Format
@article{ Author = "Ben Van Dusen and Jayson Nissen", Title = {Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {1}, Pages = {010117}, Month = {April}, Year = {2020} }
Refer Export Format

%A Ben Van Dusen %A Jayson Nissen %T Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %D April 9, 2020 %P 010117 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010117 %O application/pdf

EndNote Export Format

%0 Journal Article %A Van Dusen, Ben %A Nissen, Jayson %D April 9, 2020 %T Associations between learning assistants, passing introductory physics, and equity: A quantitative critical race theory investigation %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %P 010117 %8 April 9, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010117


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