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(JD) PER: Diversity, Equity & Inclusion III
7/13/2022 | 10:20 AM to 11:20 AM
Room: CC: Grand Gallery A
Moderator: / Co-Organizer:
Session Code: JD | Submitting Committee: Committee on Research in Physics Education / Co-Sponsoring Committee:
JD01 (10:20 to 10:30 AM) | Contributed | Equity in Student Equipment Usage for Remote and In-Person Labs
Presenting Author: Matthew Dew, Cornell University
Additional Author | Anna M Phillips, Tufts University
Additional Author | Samuel Karunwi, Cornell University
Additional Author | Ariel Baksh, Cornell University
Additional Author | N. G. Holmes, Cornell University
Introductory laboratory (lab) courses are one of the first opportunities students have to become familiar with experimental physics. An important part of this experience is getting to work hands-on with an array of physics equipment. Previous studies have shown, however, that women may have more limited access to equipment in labs. This difference could easily be exacerbated or alleviated with the shift to remote learning during the COVID-19 pandemic. We analyzed video recordings of students in two implementations of an introductory lab course, one taught in-person and one taught remotely, to quantify students’ equipment use. We found that remote labs created a more gender equitable learning environment for students. In this talk, I will discuss possible explanations and the implications for lab course design.
JD02 (10:20 to 10:30 AM) | Contributed | Developing a Python tool to Categorize Motivation of Undergraduate Women
Presenting Author: Maxwell Franklin, Drexel University
Additional Author | Eric Brewe, Drexel University
Additional Author | Annette Ponnock, Yale University
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We previously created a coding scheme, based in expectancy-value and self-efficacy theories, to categorize the reasons undergraduate women joined physics. However, this coding is arduous for large datasets, so we have built a Python tool that takes a survey response asking about motivation as input and outputs the proportion of each motivational code in the response. Preliminary testing of this program showed an accuracy rate of 74 percent, when compared to hand-coding. This allows short answer survey data to be categorized relatively quickly. We plan to use this to correlate motivation, along with other survey data, with retention in order to build a full predictive tool for undergraduate retention. In this talk, we will discuss the development of our tool and the methods used to validate it, as well as the theory around natural language processing and thematic analysis in education research.
JD03 (10:30 to 10:40 AM) | Contributed | Identifying Academic Ableism: Case Study of a UDL-Learning Community Participant
Presenting Author: Camille Coffie, University of Central Florida
Additional Author | Westley James,
Additional Author | Jacquelyn J Chini, University of Central Florida
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In this talk, we analyze an interview with a physics instructor who was participating in a year-long learning community about incorporating Universal Design for Learning (UDL) in active-learning postsecondary STEM courses. In doing so, we respond to Dolmage’s (2017, pg.31) challenge, echoing Foucault, that since “ableism is everywhere… we are responsible for looking for it, recognizing our role in its circulation, and seeking change”. While physics may masquerade as a “culture of no culture”, individuals’ experiences in physics are shaped by the same systems of oppression that operate in the larger society. While this instructor was actively participating in professional development about UDL, a framework to proactively design instruction to support variation in students’ needs, abilities, and interests, we identify examples of how their beliefs about students, teaching, learning, and physics are shaped by ableism. These insights highlight the importance of confronting ableism in promoting inclusion in STEM education.
JD04 (10:40 to 10:50 AM) | Contributed | Inclusiveness of learning environment mediates gender differences in learning outcomes
Presenting Author: Yangqiuting Li, University of Pittsburgh
Additional Author | Chandralekha Singh, University of Pittsburgh
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Students’ self-efficacy, interest and identity in physics can influence their learning, performance and career decisions. However, there are few studies focusing on how inclusiveness of learning environment shapes these motivational beliefs of women and men. Therefore, we conducted a longitudinal study on students’ motivational beliefs and grades in a two-term college calculus-based introductory physics sequence to investigate how students’ perception of the inclusiveness of learning environment predicts students’ self-efficacy, interest, identity and grades. Findings can be useful in creating equitable and inclusive learning environments in which all students can thrive. We thank the National Science Foundation for support.
JD05 (10:50 to 11:00 AM) | Contributed | To whom do students believe a growth mindset applies?
Presenting Author: Alysa Malespina, University of Pittsburgh
Additional Author | Chandralekha Singh, University of Pittsburgh
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In this study, we validated an intelligence mindset survey and investigated mindsets of students in introductory physics courses. Validation showed that students can have different intelligence mindsets for themselves and others. As a result, we separated mindset into self-focused and other-focused categories. Self-focused mindset survey items better predicted course grades than other-focused items. Post-semester surveys showed a decrease in growth-mindset scores compared to the pre-semester surveys.
JD06 (11:00 to 11:10 AM) | Contributed | Planning for Participants’ Varying Needs and Abilities in Qualitative Research
Presenting Author: Daryl McPadden, Michigan State University
Additional Author | Paul W Irving, Michigan State University
Additional Author | Jacquelyn J Chini, University of Central Florida
Additional Author | Erin M Scanlon, University of Connecticut
Additional Author | Vashti Sawtelle, Michigan State University
All people vary in their needs, abilities, and interests; however, typical research practices do not consider these variations, which likely impacts who participates in research studies. In this talk, we will demonstrate how a model of individual variation can be used to anticipate variation in research participants’ needs. Using that model, we will highlight how different qualitative interview formats (a typical oral interview, an asynchronous written interview, a socially supported interview, and a focus group) might require different participant strengths. We then present a study using these interview formats and explore how participants with disabilities experienced the different formats. Through this study, we hope to demonstrate how researchers can better anticipate a variety of participant needs and how researchers can design alternative formats of data collection to better include the experiences of students with disabilities in qualitative research studies.
(JD) PER: Diversity, Equity & Inclusion III
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