Attending to Diversity in the Classroom
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The document outlines a workshop focused on promoting diversity and inclusion in physics education, highlighting the challenges underrepresented groups face in the field. Various concepts such as privilege, self-efficacy, and the leaky pipeline are discussed, along with strategies to support high school students in transitioning to college physics. The goal is to foster a collaborative environment among educators to enhance student success and belonging in physics.
Attending to Diversity in the Classroom
- 1. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP Flip Tanedo 2 FEB 201 UC Riverside Particle Theory ATTENDING TO DIVERSITY I N T H E P H Y S I C S C L A S S R O O M UCR Physics and Astronomy High School Physics Workshop f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP & mostly unqualified to give this talk
- 2. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 2 Caveat Emptor This discussion is a combination of some actual data, observations, and anecdotes. Some ideas may be uncomfortable. Respectful disagreement is okay. We share common goals to help our students. “The plural of anecdote is not data “”Thoughts/opinions not not necessarily reflect UCR or anyone else.
- 3. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 3 How can we promote inclusion in physics? Goal: building ways to cooperate in support of our students. Next opportunity: Summer Physics Teacher’s Academy 2019
- 4. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 4 Note Cards What should college instructors know about your students to help them succeed? What do you need from college instructors to help our students succeed? (anonymous)
- 5. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP “ 5 Why are some groups underrepresented at all levels of physics training & practice? … but physics doesn’t care about your race, gender, sexual orientation, socioeconomic status, politics … “”
- 6. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 6https://www.aps.org/programs/minorities/resources/statistics.cfm Is this a lot? Is this a little?
- 7. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 7https://www.aps.org/programs/minorities/resources/statistics.cfm
- 8. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 8https://www.aps.org/programs/minorities/resources/statistics.cfm
- 9. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 9https://www.aps.org/programs/education/statistics/
- 10. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 10https://www.aps.org/programs/education/statistics/womenmajors.cfm
- 11. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 11 How can we promote inclusion in physics?
- 12. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 12 How can we promote inclusion in physics? What pitfalls in college can we inoculate against in high school? What should college instructors know about students coming from our high schools?
- 13. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 13 How can we promote inclusion in physics? Breaking down barriers to diversity can benefit all people inclusively
- 14. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 14 working definition minority, n. an identity that is disproportionately not present; underrepresented group We will use “minority” to include any such identity, whether visibly apparent or not; one can be a “compound” minority." Suggested reading: American Physical Society websites on the Committee on the Status of Women in Physics, Committee on Minorities, LGBT Physicists; similar for the American Astronomical Society f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP
- 15. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 15https://www.symmetrymagazine.org/article/january-2015/of-symmetries-the-strong-force-and-helen-quinn f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP Helen Quinn (paraphrased) Physics is hard. It is harder if you are a woman, if your skin is brown, if you are gay, if you do not identify with the other physicists around you. Photo: Nicholas Bock at SLAC
- 16. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 16 Working Definition self-efficacy, n. (also: physics identity, agency) belief in one’s ability to “do physics,” that one belongs in the group of physics students from social cognitive theory (Banduras) Suggested reading: “Connecting High School Physics Experiences…,” Hazari et al. Journal of Research in Science Teaching 47 8 (2010), “Developing physics identities,” Irvine and Sayre, Physics Today 69, 5, 46 (2016), “Critical look at physics identity,” Hyater-Adams et al. Phys. Rev. Phys. Educ. Res. 14, 010132. f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP 16
- 17. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 17 Physics Identity Can I handle AP physics? Am I a math-y person? Is doing physics acting white? Can women be physicists?
- 18. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 18 Why students leave STEM “Why Do Students Leave STEM,” Heather Thiry APS Bridge/NMS Conference 2018 “I felt alone, like I didn’t belong. “”Women: more impacted by perceived low grades Minorities: college transition, classroom climate Engineering/CS: lack of prior exposure Common: poor teaching
- 19. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 19 Working Definitions privilege. n. (a polarizing word) Benefit that a select group has that others do not. One can have some privileges and not others. Different from oppressing others. Not something to “apologize” for. Suggested reading: “Unpacking the Invisible Knapsack,” McIntosh; “Unveiling Privilege to Broaden Participation” The Physics Teacher 55, 394 (2017), “The Pencilsword: On a Plate,” Toby Morris, “Privilege 101,” Sian Ferguson Everyday Feminism f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP
- 20. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 20UCR Society of Physics Students logo
- 21. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 21Antonio Carlos Fontes Santos, The Physics Teacher 55, 524 (2017) “You don’t look like a physicist. “”“ Sorry, this bus only goes to the university. “”Oh, you’re a professor—but, like, a substitute one, right? Not one that does research?
- 22. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 22 Working Definitions impostor syndrome. n. doubting one’s own ability, leading to fear of being discovered as a fraud Suggested reading: “Faking It,” Chris Woolston, Nature 529, 555-557 (2016); “Overcoming the Imposter Syndrome,” Stephanie Hamilton, AstroBites (2 March 2018) f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP
- 23. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 23 “ You study physics? You are so smart! “” One of the most inadvertently toxic things one can say to a young physicist:
- 24. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 24 Dunning-Kruger Effect Too naive to know how naive you are. Knowledge (accumulated ability) Confidence Impostor Syndrome Realize how little you know ??? Projected growth as a scientist danger zone!
- 25. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 25 Working Definitions leaky pipeline, n. (controversial) Idea that minority students leave STEM fields early in their educational path. Implication: “there’s nothing universities can do— the problem is in the schools.” Suggested reading: “The Leaky Pipeline,” Nature Jobs, Karen Kaplan (March 2018); Cosmic Variance, guest post by Chanda Prescod- Weinstein (2006); Toni Feder in Physics Today 58, 4, 28 (2005) f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP
- 26. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 26 problematic analogy?
- 27. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 27 Working Definitions grit, n. (or distance traveled) perseverance against challenge, proposed as a measure of student ability Suggested reading: “For college admissions, let’s value grit over GPAs,” Washintgon Post, Mitch Daniels (Nov 2018) f l i p . t a n e d o @ u c r . e d u UCR SPTA: FEBRUARY WORKSHOP
- 28. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 28 How do we promote grit? I highlight “distance traveled” in letters of recommendation. Students should know they are valued for what they are becoming, not who had the head start. (SEE: PRIVILEGE) “ You are your acceleration. Initial position is a small effect. “”
- 29. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 29 What should college instructors know about your students to help them succeed? What do you need from college instructors to help our students succeed?
- 30. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 30 How can we promote inclusion in physics?
- 31. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 31 Summer 2019: Summer Physics Teacher Academy https://www.aps.org/programs/education/su4w/ What we can do?
- 32. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 32 Women in Physics Book Discussion APS Women in Physics Grant with Lexi Costantino 2nd year Ph.D student, founder of UCR’s POWUR (Physics Organization for Women and the UnderRepresented) Funding for participants to receive a copy of a book to discuss as part of an add-on event to the summer academy.
- 33. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 33 A framework to continue this discussion between college and high school physics educators.
- 34. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 34 More from Step Up 4 Women Ambassador program for training, resources for educators. https://www.aps.org/programs/education/su4w/
- 35. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 35 What should college instructors know about your students to help them succeed? What do you need from college instructors to help our students succeed?
- 36. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 36 Additional Thoughts
- 37. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 37 Supporting Students
- 38. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 38 Supporting Endorsing Students (Credit to Prof. Boerge Hemmerling for his insights on this)
- 39. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 39 Incoming freshmen should know The role of research in a university … difference between UC and Cal State … undergraduate opportunities (and why) … career planning starts right away How to navigate large lecture classes, hostile environments, value one’s self What matters? (Career)
- 40. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 40 Incoming freshmen should know How to ask questions. (Is it obvious that…) How to write and discuss about science. What impostor syndrome is. What matters? (How to value themselves.)
- 41. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 41 We can make a difference Hazari et al. The Physics Teacher 55, 96 (2017) College women attending CUWiP What were their interests at each educational stage?
- 42. f l i p . t a n e d o @ u c r . e d u 35UCR SPTA: FEBRUARY WORKSHOP 42 Science Communication See, e.g. ComSciCon workshop for and by graduate students Physics Identity self efficacy You are a junior colleague who belongs in this space