PERC 2020 Abstract Detail Page
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| Abstract Title: | Associations Between Learning Assistants, passing introductory physics, and equity: a QuantCrit Investigation |
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| Abstract: | Physics courses often have high failure rates that may disproportionately harm students who are marginalized by racism, sexism, and classism. We examined the associations between Learning Assistant (LA) supported courses and equity in non-passing grades (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 inequity. 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 for students of color than their white peers. While inequities in DFW rates were lower in LA-supported courses, they were still present. |
| Abstract Type: | Juried Talk |
| Parallel Session: | Juried Talks III |
Author/Organizer Information | |
| Primary Contact: |
Ben Van Dusen Iowa State University Ames, IA 50011 Phone: 5417296446 |
| Co-Author(s) and Co-Presenter(s) |
Jayson Nissen |
