Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms
Racial hierarchy and masculine space: Participatory in/equity in computational physics classrooms
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DOI：
10.1080/08993408.2020.1805285
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发表时间：
2020-07
影响因子：
2.7
通讯作者：
Niral Shah;J. Christensen;Nickolaus A. Ortiz;Ai-Khanh Nguyen;Sung-Kook Byun;David Stroupe;D. Reinholz
中科院分区：
文献类型：
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作者：
Niral Shah;J. Christensen;Nickolaus A. Ortiz;Ai-Khanh Nguyen;Sung-Kook Byun;David Stroupe;D. Reinholz
背景和上下文计算正在被整合到一系列STEM学科中。尽管如此，许多少数群体，特别是女孩和某些有色人种，仍然无法使用计算机。在这项混合方法的研究中，我们调查了种族和性别模式的公平和不公平的高中物理教室纳入计算建模，重点是小组工作。目的本研究的目的是：1）记录学生参与的公平模式，以及它们如何根据种族和性别的群体组成而变化; 2）了解种族和性别话语如何影响群体互动。方法我们使用EQUIP网络应用程序（https：www.equip.ninja）来分析学生参与的定量模式。然后，我们确定了三个小组会议的视频，并分析了如何话语的种族和性别介导的课堂互动。结果-数据显示，种族层次结构是突出的，与白色学生主导的群体互动和黑人和拉丁裔学生经历了大量的边缘化。虽然在许多群体中有性别平等的证据-特别是那些女孩比例更高的群体-我们展示了计算和物理学如何仍然保持为男性空间。计算教师应有意构建学习环境，以减轻白色至上和父权制的影响。还需要更多的研究如何在课堂互动的水平上计算教育的权力运作。
ABSTRACT Background and Context Computing is being integrated into a range of STEM disciplines. Still, computing remains inaccessible to many minoritized groups, especially girls and certain people of color. In this mixed methods study, we investigated racial and gendered patterns of equity and inequity in high school physics classrooms incorporating computational modeling, with an emphasis on group work. Objective The objectives of this study were: 1) to document equity patterns in student participation and how they vary based on group composition by race and gender; and 2) to understand how discourses of race and gender influence group interactions. Method We used the EQUIP web app (https://www.equip.ninja) to analyze quantitative patterns in student participation. We then identified video of three group sessions and analyzed how discourses of race and gender mediated classroom interactions. Findings Data show that racial hierarchies were prominent, with White students dominating group interaction and Black and Latinx students experiencing substantial marginalization. While there was evidence of gender equity in many groups – particularly those with greater proportions of girls – we show how computing and physics were still maintained as masculine spaces. Implications Teachers of computing should intentionally structure learning environments to attenuate the impact of White supremacy and patriarchy. More research is also needed on how power operates in computing education at the level of classroom interaction.