PERC 2019 Abstract Detail Page
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| Abstract Title: | Educational debts incurred by racism and sexism in students' beliefs about physics |
|---|---|
| Abstract: | Becoming a physicist demands a set of beliefs about what it means to learn and do physics. Rather than physics courses and degree programs supporting students in developing these beliefs, evidence shows that physics education filters out students who lack those beliefs. To better understand the role of beliefs in the lack of diversity in physics, we investigated the intersectional nature of race/racism and gender/sexism in inequities in student beliefs towards learning and doing physics using a critical quantitative intersectionality framework. The data came from the LASSO database and included 2088 students in 34 calculus-based mechanics courses. Results identified small changes in beliefs across instruction and large differences across intersecting race and gender groups. Physics instruction must address these educational debts to build an inclusive culture supportive of diverse students and professionals. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B5 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Jayson M. Nissen J. M. Nissen Consulting Corvallis, OR 97333 |
| Co-Author(s) and Co-Presenter(s) |
Ben Van Dusen, California State University - Chico, Department of Science Education |
