The Landscapes of Equity for Introductory Physics and Chemistry Students: A Quantitative Critical (QuantCrit) Investigation

• In Event: Science Teaching and Learning: Physics Education

Abstract

We are investigating the intersectional nature of racism and sexism in broad scale inequities in physics and chemistry student learning using a critical quantitative intersectionality. The analyses use hierarchical linear models to examine student’s conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. Initial findings showed that physics students were found to enter their courses bearing meaningful educational debts due to racism and sexism. The introductory physics courses increased these educational debts due to racism for all Black, Indigenous, and other students of color but increased debts due to sexism for only White and Hispanic students. We discuss the implications of these mixed findings.

Authors

• Ben Van Dusen, Iowa State University

• Jayson Nissen, J. M. Nissen Consulting

• Mollee Changshu Shultz, Texas State University

• Robert M. Talbot, University of Colorado - Denver