Bulletin of the American Physical Society
Conference on Equity for Discipline-Based Education Researchers in the Mathematical and Physical Sciences
Friday–Saturday, May 31–June 1 2019; Rutgers University, The State University of New Jersey, New Brunswick, New Jersey
Session 1C: Roundtable Discussion A |
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Chair: Geraldine L. Cochran, Rutgers University Room: Richard Weeks Hall of Engineering 208 |
Friday, May 31, 2019 3:45PM - 4:14PM |
1C.00001: Dis/Ability in the Physics Learning and Research Communities Jacquelyn Chini We conduct research on the accessibility of the physics learning and research communities. In one project, we explored enactment of checkpoints from the Universal Design for Learning framework, which supports instructors in preparing for variation across learners. The physics curricula we analyzed enacted practices that fostered collaboration and community and supported planning and strategy development; however, they did not enact practices from many checkpoints, specifically with regards to providing multiple means of engagement. We found similar need for improvement in chemistry curricula. We argue this points to a need in our community for professional development around supporting learners with diverse needs, abilities, and interests as well as resources to support collaboration between discipline-based curriculum developers and disability/accessibility experts. Towards this goal, we developed an Ability Profile toy model to support instructors and curriculum developers in planning for learner variation. Based on literature from disability studies, education, medicine, social science, psychology, technology, and governmental organizations, we identified six salient dimensions of ability for STEM instruction: physical, health, cognitive, visual, hearing and emotional-behavioral. We argue that instructors and curriculum developers should be cognizant of the load their curricular activities place on each dimension and provide options and variation. Finally, we are beginning a project aimed at measuring and improving physicists' knowledge and attitudes about dis/ability and the malleability of the impact of impairment on a successful physics career. [Preview Abstract] |
Friday, May 31, 2019 4:14PM - 4:43PM |
1C.00002: For the Colored Girls Who Have Considered STEM / When the Interventions Are Not Enuf Letreanna Jackson, Jacqueline Doyle Using a large-scale national sample of university students, we examine the experiences of Black girls and their out-of-school STEM programs or activities that have been connected in previous research to increased intention to pursue a career in Science, Technology, Engineering, or Math (STEM), such as identity, support systems, mentorship, or role modeling. Analysis showed mixed encouragement towards a career in STEM compared to a career in Health or Medicine, or other non-STEM careers. Many popular themes and beliefs about effective STEM programs were not associated with increases in Black girls' interests in traditional STEM careers, including mothers' highest level of education and mentors' race/ethnicity, whereas other major themes, such as having female mentors and feeling recognized as a science person, increased the likelihood of Black girls being interested in health and medicine as opposed to STEM. These findings provide insights to guide future out-of-school STEM education program creation for Black girls. [Preview Abstract] |
Friday, May 31, 2019 4:43PM - 5:12PM |
1C.00003: Identity Performances of Women of Color and LGBQ$+$ Physicists at a Minority Serving Institutions Xandria Quichocho, Jessica Conn, Erin Schipull, Dr. Eleanor Close Historically, research on identity in Physics Education Research has been conducted at Predominately White Institutions and largely ignores the intersection of the identities of women of color and LGBQ$+$ students. The study works with women of color and LGBQ$+$ physicists to better understand how their physics identity formed, and how it integrates itself within her possibly contradictory gender, racial, and sexual, identities. Data is gathered through semi-structed interviews and written narratives. Physicists are asked questions about their personal experiences, their physics environments, and if they view themselves as a physicist. We define identity as being made of two parts, the body process and product. The body process is a continuous inner negotiation of oneself and one's place in an environment. This process is performed through the body product---how one dresses, speaks, and interacts with others. In our analysis we use a new critical and intersectional framework to better understand physics identity and avoid labelling a single physicist's narrative as representative of all who share her identities. [Preview Abstract] |
Friday, May 31, 2019 5:12PM - 5:41PM |
1C.00004: Studying Students Studying Algebra Nathan Alexander College Algebra and other developmental mathematics courses are gatekeepers in undergraduate mathematics. Uri Treisman and Bob Fullillove’s seminal work ‘Studying Students Study Calculus’ (Fullilove & Treisman, 1990; Treisman, 1992) confirms features of undergraduate learning that education researchers have identified in K-12 settings: namely, that peer networks and academic communities (Walker, 2012, 2006) not only support but help to ensure students’ academic success in mathematics. This study explores the structure of small-world networks and the multiple functions of these communities in college algebra. Findings indicate that academic networks in early college mathematics help to improve persistence and commitment to mathematical learning, deepen content knowledge, and provide resources in often rigid or hostile transitions from secondary education to undergraduate mathematics. Implications for university faculty and departments are provided. [Preview Abstract] |
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