PERC 2021 Abstract Detail Page
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Abstract Title: | Inequity in North Carolina High School Physics Outcomes: Gender and Race |
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Abstract: | In this project we investigated the potential disparities in learning outcomes for all students in North Carolina high school physics classrooms by administering the Force Concept Inventory (FCI), with an appended demographic survey, to ~1500 first semester, introductory college physics students at three North Carolina universities prior to instruction. In this manner, we were able collect sufficient data to investigate disparities in scores on the concept survey by gender, race, highest level of high school physics taken, as well as socioeconomic and geographic variables to be investigated in further study. Our analysis suggests that there may be conditions within North Carolina high school physics classrooms that lead to inequitable learning outcomes among students of differing identities. In this presentation, we will only focus on gender and race. |
Abstract Type: | Contributed Poster Presentation |
Session Time: | Poster Session 1 Room D |
Poster Number: | 1D-9 |
Author/Organizer Information | |
Primary Contact: |
Timothy Kyle Osborn University of North Carolina Chapel Hill Carrboro, NC 27510 Phone: 9732714707 |
Co-Author(s) and Co-Presenter(s) |
Alice Churukian - University of North Carolina Chapel Hill |