Racial and ethnic bias in the Force Concept Inventory
Racial and ethnic bias in the Force Concept Inventory
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部队概念清单中的种族和民族偏见
DOI：
10.1119/perc.2017.pr.038
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Stewart, John
中科院分区：
文献类型：
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作者：
Henderson, Rachel;Stewart, John
性别差距的各种物理概念库存已被广泛研究，但是，很少有工作已经做了探索种族或民族偏见。在这项工作中，我们将提出学生的平均力量概念量表（FCI）的非洲裔美国人（n= 85），白人（n= 1665），西班牙裔（n= 82）的学生。分层线性回归用于探讨性别和种族/民族对FCI后测分数的影响。正如文献所预期的那样，在FCI后测分数中发现了8%的性别差距，男生的表现优于女生。FCI后测表现的差异也被测量，白人学生的表现优于非洲裔美国学生（14%）和西班牙裔学生（6%）。在控制了以物理成绩衡量的课程表现后，差异有所缩小;白人学生在FCI后测中的表现优于非洲裔美国学生（9%）和西班牙裔学生（4%）。性别和种族/民族之间没有显着的相互作用被发现，在大多数人口中确定的性别差距是由所有学生平等共享。
Gender gaps on the various physics concept inventories have been extensively studied; however, little work has been done to explore racial or ethnic biases. In this work, we will present student averages on the Force Concept Inventory (FCI) for African-American (n= 85), Caucasian (n= 1665), and Hispanic (n= 82) students. Hierarchical linear regression was used to explore the effects of gender and race/ethnicity on FCI posttest scores. As expected from the literature, a gender gap of 8% was found in the FCI posttest scores with male students outperforming female students. Differences in FCI posttest performance were also measured with Caucasian students outperforming African-American students (14%) and Hispanic students (6%). After controlling for course performance measured by physics grade, the differences narrowed somewhat; Caucasian students outperformed both African-American students (9%) and Hispanic students (4%) on the FCI posttest. No significant interaction between gender and race/ethnicity was found; the gender gap identified in the majority population was shared equally by all students.