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(KA) Diversity, Equity, and Inclusion: Physics Education and Identities
7/13/2022 | 12:40 PM to 1:40 PM
Room: CC: Grand Gallery A
Moderator: Alexis Knaub / Co-Organizer:
Session Code: KA | Submitting Committee: Committee on Diversity in Physics / Co-Sponsoring Committee:
KA01 (12:40 to 12:50 PM) | Contributed | Critical Path Analysis of High School Student Physics Identity
Presenting Author: Benjamin Archibeque, Florida International University (FIU)
Additional Author | Pooneh Sabouri, Florida International University (FIU)
Additional Author | Joinee Taylor, Florida International University
Additional Author | Geoff Potvin, Florida International University
Additional Author | Zahra Hazari, Florida International University
Underrepresentation in physics is rampant across gender and minoritized ethnic/racial (MRE) groups. Understanding factors which may contribute to it and proposing remedies are valuable to rectify it. Looking at quantitative data through a critical theory lens allows us to reveal systemic inequities, interrogate ‘facts,’ and pose competing models/interpretations. We will present a pathway analysis of student physics identity using survey data collected from 1979 students in Fall 2018 from 16 high school physics classes across three regions of the US with an oversampling of MRE groups. Results mostly reveal similarities in pathways between groups. However, we see significant differences in identity constructs which suggest persistent inequities between populations. We argue that the differences in constructs are indicative of the enforcement/adoption of systemic structures which do not suit all students.
This work is supported by the National Science Foundation under Grant No. 1720810, 1720869, 1720917, and 1721021.
KA03 (01:00 to 01:10 PM) | Contributed | Documenting the Impact of HSIs on Physics and PER
Presenting Author: Brianne Gutmann, San José State University
Additional Author | Rebecca Rosenblatt, National Science Foundation
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Hispanic serving institutions (HSIs) are an increasingly large set of higher education institutions. From 2010-2020 the number of HSIs went from 311 to 569. Within the PER community, research perspectives from HSIs have provided critical insights into how to support racially and ethnically diverse students in physics education. This presentation will build on work presented at the Winter 2022 AAPT meeting that investigated the number of physics education researchers at HSIs, the fraction of HSIs that have physics education researchers, and demographic data on publications from HSIs. In this presentation we will analyze data from IPEDS providing information about how HSIs contribute to the diversity of undergraduate and graduate physics students. In addition, we will examine themes from publications at HSIs to highlight how physics education researchers center their HSI’s unique student population in their research and what ways these unique populations advance physics education research.
KA04 (1:10 to 1:20 PM) | Contributed | Description of Experimental Features of Creating A Gradient Palladium-Hydrogen Alloy
Presenting Author: Olena Lyubimenko, Donetsk National Technical University, Sq. Shibankova 2a, 85302, Pokrovsk, Ukraine
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Research of the experiment on measuring the bending arrow of a cantilever fixed palladium plate. The experiments were carried out in a hydrogen-vacuum plant at a temperature of 280 ° C, a change in pressure in the working chamber of the plant, and an increase in the hydrogen concentration in palladium. It has been experimentally recorded that the bending of a palladium plate upon additional saturation with hydrogen consists of two stages. It was experimentally shown for the first time that at 280 ° C the maximum plate bends decrease with an increase in the hydrogen concentration in palladium by the same amount at each puffing. The kinetics of the straightening process is the same and the plate bends are reversible.
It was established for the first time that thickness of a gradient α-PdHn alloy depends on the hydrogen content in palladium.
It was established for the first time that thickness of a gradient α-PdHn alloy depends on the hydrogen content in palladium.
KA05 (01:20 to 01:30 PM) | Contributed | Political Disability Identity: A Framework for Physics Education Research
Presenting Author: Liam McDermott, Rutgers University (New Brunswick)
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Disability is a unique and multifaceted identity. It is made political simply by existing in the body and the mind of a disabled person. In a climate charged with politicality and identity discourse in the classroom, a framework for understanding disability and the transactional relationship disabled persons have with their environment in a political way is needed in physics education research. In this talk, I will introduce a framework scarcely used in education, Political Disability Identity (PDI). This framework is useful for understanding disability identity development in the physics classroom. I will discuss its utility in education research, particularly physics education research.
KA07 (01:40 to 01:50 PM) | Contributed | The sesquicentenary of David Unaipon (1872-1967): First Australian scientist
Presenting Author: William Palmer, Adjunct Curtin University
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David Unaipon was born one hundred and fifty years ago on 28th September 1872 at the Point McLeay Mission, South Australia. His father, James Ngunaitponi worked as an evangelist at the mission. He was educated at the mission and then worked as a servant with a kindly man, who encouraged his interests in music and science. He read widely and investigated the problem of perpetual motion. As a result of these investigations, he came up with nineteen patented devices. He lacked the financial resources to develop the patents, so never earned any money from them. One of his inventions, a device to shear sheep, was manufactured successfully. He also was a very competent writer and collected traditional Aboriginal stories, which were published without naming him as the author. David Unaipon died on 7th February 1967, and his portrait decorates the Australian fifty dollar banknote.
KA02 (12:50 to 1:00 PM) | Contributed | Education Research on Un-grading
Presenting Author: Benjamin R. Petkie,
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Un-grading is a method used in education that focuses on formative feedback. For example, many Un-graded courses have students set learning goals at the beginning and check in with the professor throughout. At the end of the course students are assigned a grade based on their learning goals. At our institution there are ongoing efforts to implement Un-grading in STEM courses, including introductory physics. Here, I present preliminary findings from qualitative research on these efforts. Students and instructors from three different courses utilizing this method were interviewed and the transcripts analyzed to identify benefits and drawbacks of Un-grading. The results of this study suggest Un-grading has a variety of benefits over traditional grading scales. For example, students felt Un-grading allowed them to learn in a style and pace that worked for them. The study also suggests ways to improve its effectiveness.
(KA) Diversity, Equity, and Inclusion: Physics Education and Identities
Description