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(AD) Diversity, Equity, and Inclusion in K-12
7/11/2022 | 8:00 AM to 9:00 AM
Room: CC: Grand Gallery E
Moderator: Steven Henning / Co-Organizer:
Session Code: AD | Submitting Committee: Committee on Diversity in Physics / Co-Sponsoring Committee:
AD01 (8:00 to 8:10 AM) | Contributed | Critical Investigations of Physics Identity at HSIs
Presenting Author: Xandria Quichocho, Texas State University
Additional Author | Eleanor W. Close, Texas State University
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Investigations on physics identity development are essential to student retention in physics degree programs. However, identity studies in physics education research have typically been conducted at Predominately White Institutions, and many do not investigate how physics identity is affected by the unique intersections of gender, sexuality, and race/ethnicity. In our research we invite multiply-marginalized physics students—those who live in these intersections of minoritized race/ethnicity, gender, and sexual orientation—to participate in semi-structured interviews about their physics experiences at Hispanic-Serving Institutions. The interviews center on how participants’ physics identities interact with their social identities, and our analysis uses the Critical Physics Identity framework and Communities of Practice theory to fully understand the lived experiences of our participants. In this talk we will discuss the ways participants describe what it means to be a physicist, and how ideational and relational resources support or inhibit the development of their intersectional physics identity.
This work has been supported in part by NSF grants DUE-1557405, DUE-1928596
AD02 (8:10 to 8:20 AM) | Contributed | Exploring Identity Formation of Ethnic and Gender Minorities in Physics
Presenting Author: Naomi Satoh, Illinois State University
Additional Author | James DiCaro, Illinois State University
Additional Author | Raymond Zich, Illinois State University
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Physics is a space historically dominated by cis white men. Ethnic and gender minorities are often assigned general roles that they are expected to inhabit, drawn from preconceived notions of gender norms and ethnic stereotypes. It can become difficult for these groups to move through the field based on limitations of power structures and dynamics. We aim to explore undergraduate student perspectives and attitudes toward identity development and community formation within physics. Drawing ideas from personal experiences as well as less-explored topics, we will discuss possible ways to explore how students structure identities in physics and potential improvements to the physics classroom that can support inclusivity. This project focuses on student attitudes and perspectives at the undergraduate level. Our goal is to identify sources of bias among academia to create more inclusive and welcoming spaces for students learning physics.
AD03 (8:20 to 8:30 AM) | Contributed | Equity in Introductory Physics Through Invitational Phrasing in Question Solicitation
Presenting Author: Brokk Toggerson, University of Massachusetts Amherst
Additional Author | David Frykenberg, University of Massachusetts Amherst
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Instructors often solicit student questions during class periods. Educational workshops often suggest that the script of question solicitation impacts the frequency of questions returned by students. However, no literature exists to support this claim. This study observed the effect of a new solicitation script an instructor integrated into his introductory physics lectures to improve question participation from his students. While the new solicitation script did not change the total number of questions asked by students, the number of questions asked by women, a group traditionally underrepresented in physics, increased significantly.
AD04 (8:30 to 8:40 AM) | Contributed | A Critical Reframing of STEM Students’ Support and Mentorship Channels
Presenting Author: Brian Zamarripa Roman, University of Utah
Additional Author | Miguel Rodriguez, University of Utah
Additional Author | Ramón S Barthelemy, University of Utah
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People of color remain underrepresented in science, technology, engineering, and mathematics, partly due to the historical marginalization of perspectives and values of people of color in academia. To counteract this marginalization and underrepresentation, it is crucial to reexamine academic support systems and expand them with explicit consideration for the values and experiences of students of color. This qualitative study examines helpful and mentor relationships identified by 23 students of color, including 17 international students, enrolled in STEM programs at mountain-west universities. The person-first approach guiding this study details features of relationships with individuals including research advisors and colleagues, as well as family members, religious and athletic leaders, and colleagues in industry. Findings confirm the need for a wide mentorship network to address academic and social concerns specific to participants’ identities and should compel academic institutions to invest and foster relationships with nonacademic communities and various academic mentors to support students.
AD05 (8:40 to 8:50 AM) | Contributed | ULAB: An Accessible, Peer-Led Framework for Facilitating Undergraduate Research Experiences
Presenting Author: Anmol Desai, UC Berkeley
Additional Author | Yi Zhu, UC Berkeley
Additional Author | Ravjit Kaur, UC Berkeley
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Undergraduate research is a critical component of students’ training in physics. How do we ensure these experiences are accessible to a diverse population of students?
We present a unique case study of The Undergraduate Lab at Berkeley (ULAB), an undergraduate-run, research training course geared towards underrepresented and under-supported students at UC Berkeley. Student instructors teach vital research skills via a flexible curriculum suitable for students from diverse backgrounds. Beyond traditional instruction, ULAB mentees are paired with undergraduate mentors and together gain hands-on experience by designing and conducting a year-long research project with funding.
We further present a pilot survey (n=47) exploring ULAB's effectiveness in building students’ confidence in research skills and fostering sense of belonging to Berkeley's research community. Using qualitative and quantitative techniques developed in coordination with the Berkeley Undergraduate Research Evaluation Tools (BURET) group, we report observations on how ULAB may support diversity, equity, and inclusion.
We present a unique case study of The Undergraduate Lab at Berkeley (ULAB), an undergraduate-run, research training course geared towards underrepresented and under-supported students at UC Berkeley. Student instructors teach vital research skills via a flexible curriculum suitable for students from diverse backgrounds. Beyond traditional instruction, ULAB mentees are paired with undergraduate mentors and together gain hands-on experience by designing and conducting a year-long research project with funding.
We further present a pilot survey (n=47) exploring ULAB's effectiveness in building students’ confidence in research skills and fostering sense of belonging to Berkeley's research community. Using qualitative and quantitative techniques developed in coordination with the Berkeley Undergraduate Research Evaluation Tools (BURET) group, we report observations on how ULAB may support diversity, equity, and inclusion.
The authors would like to acknowledge support from the The Berkeley Discovery Initiative.
(AD) Diversity, Equity, and Inclusion in K-12
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