Teaching About Racial Equity in Introductory Physics Courses
Teaching About Racial Equity in Introductory Physics Courses
复制标题
在物理入门课程中教授种族平等
DOI：
10.1119/1.4999724
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
V. Sawtelle
中科院分区：
文献类型：
--
作者：
A. Daane;Sierra R. Decker;V. Sawtelle
即使你决定解决种族平等这样的问题，在物理课堂上提出这个主题似乎仍然令人畏惧。毕竟，在任何（主要是白人）课堂上，由一位（通常是白人）掌权的讲师处理社会正义等敏感话题的想法可能会令人恐惧。不仅如此，物理学通常被视为“没有文化的文化”。物理学家对客观性的追求，以及对一组固定定律和公式的普遍关注，支持将这一主题视为不为人类所触及。有时更容易忽略问题并只关注能量守恒定律。然而，忽视物理课堂和整个领域中少数族裔/种族和女性的代表性明显不足，对我们所有的学生来说都是极大的伤害。我们的立场是，物理学中代表性差异的持续存在证明文化在物理学中涉及的人员和内容方面发挥着作用。教师有机会明确解决课堂上缺乏公平环境的问题，并强调造成差异的障碍（例如，获得学习机会和支持结构的机会不同、主流文化规范、刻板印象威胁、隐性偏见、隐藏课程等）。我们承认，将这些讨论纳入物理课堂充满了困难，但我们也相信，尝试引导这些讨论比忽视问题要好。此外，物理教师社区正在为有兴趣主导这些讨论的教师开发一套资源。里夫金提供了领导一个为中学科学课堂设计的为期两周的公平单元的资源。在这里，我们描述了另一种可能的途径，将较短的公平单元整合到（主要是白人）大学物理课堂的传统内容中，解决种族不平等问题并分享可能出现的常见学生反应。
Even after you have decided to tackle a problem like racial equity, it may seem daunting to broach the subject in a physics classroom. After all, the idea of a (typically White) instructor in power tackling a sensitive topic such as social justice can be scary in any (mostly White) classroom. Not only that, but physics is typically viewed as a “culture with no culture.” The physicist’s quest for objectivity, along with a general focus on a fixed set of laws and formulae, support the treatment of this subject as untouched by people. Sometimes it is easier to ignore the problem and just focus on the Conservation of Energy Principle. However, ignoring the striking underrepresentation of ethnic/racial minorities and women in both the physics classroom and the field at large is a great disservice to all our students. We take the position that the persistence of representation disparities in physics is evidence that culture plays a role in who and what is involved in physics. Instructors have an opportunity to explicitly address the absence of equitable circumstances in classrooms and highlight the obstacles that contribute to the disparity (e.g., varied access to learning opportunities and support structures, dominant cultural norms, stereotype threat, implicit bias, hidden curricula, etc.). We acknowledge that incorporating these discussions in a physics classroom is fraught with difficulty, but we also believe that trying to lead these discussions is better than ignoring the problem. Furthermore, a set of resources for teachers interested in leading these discussions has been developing in the physics teacher community. Rifkin offers resources for leading a two-week unit on equity designed for secondary science classrooms. Here we describe another possible pathway for integrating a shorter equity unit into the traditional content of a (predominantly White) university physics classroom, addressing racial inequity and sharing common student responses that may arise.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM