home - login - register

PERC 2017 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: Systemic Inequities in Traditional and LA-supported Introductory Physics Courses
Abstract: Creating equitable outcomes among students is a focus of many instructors and researchers. In this investigation we examine the potential for Learning Assistant (LA) supported courses to promote equitable student outcomes. Disparities in physics student performance across genders is fairly well established, but the lack of representation for racial and ethnic minorities has made it difficult reliably identify gaps in their performance. By drawing on pre-post concept inventory data from the Learning About STEM Student Outcomes (LASSO) platform database, we were able to create Hierarchical Linear Models that demonstrate persistent and meaningful inequities across gender and racial/ethnic demographics. The models also show that LAs are associated with improved student outcomes and a shrinking of spread of student outcomes on posttests.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Ben Van Dusen
CSU Chico
2354 Farmington Ave
Chico, CA 95928
Phone: 5417296446
and Co-Presenter(s)
Jayson Nissen

Contributed Poster

Contributed Poster: Download the Contributed Poster