PERC 2021 Abstract Detail Page
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| Abstract Title: | Science and Mathematics Predictors of Precollege Physics Equity, Access, and Performance |
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| Abstract: | The question of precollege physics access and performance has been a persistent concern when considering the goal of diversifying participation in post-secondary STEM study and careers. This study examined academic and demographic predictors of physics enrollment and performance, which may provide insights for academic institutions to compensate for differential access to the social, cultural, and science capital that often influences physics participation and learning. Descriptive and inferential analyses of state-level data (N=1208 high schools enrolling 770,462 students) were conducted to define the scope of physics participation and performance, and the predictive value of ethnicity, socioeconomic class, and prior science and mathematics course enrollments and performance. Physics was taken by fewer students when compared to biology, Earth science, and chemistry, and participation and performance were significantly differentiated by ethnicity and socioeconomic class. Correlation and multiple regression models indicated that although socioeconomic status was the main predictor of student enrollment in physics, participation was mediated by schoolwide enrollment in chemistry and algebra II as well as school-level performance in chemistry and geometry. School-level performance in physics was negatively predicted by the percentage of students traditionally underrepresented in STEM, yet the predictive value was mediated by chemistry and algebra II performance. Results suggest that the science and mathematics sequence negatively predicts physics participation, particularly with regard to students traditionally marginalized in STEM. Students with limited science capital may not enact agency and receive encouragement to pursue physics as an elective. School leaders and policy makers should consider more proactive interventions to promote diverse physics participation and more equitable performance outcomes. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Equity in Precollege Physics Access, Teaching, and Learning |
Author/Organizer Information | |
| Primary Contact: |
Robert Krakehl Stony Brook University and Manhasset High School, NY |
| Co-Author(s) and Co-Presenter(s) |
Angela M. Kelly |
