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Abstract Title: Equity in College Physics Student Learning: a Critical Quantitative Intersectionality Investigation
Abstract: We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality framework. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 first-semester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. We discuss the implications of these mixed findings and identify areas for future research using critical quantitative perspectives in education research.
Abstract Type: Symposium Talk
Parallel Session: Critical Theory as a Research Framework for Addressing Injustice in Physics Education
Session Time: Parallel Sessions Cluster II
Room: Cascade A

Author/Organizer Information

Primary Contact: Ben Van Dusen
CSU Chico
Co-Author(s)
and Co-Presenter(s)
Jayson Nissen