Equity in college physics student learning: A critical quantitative intersectionality investigation
Equity in college physics student learning: A critical quantitative intersectionality investigation
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DOI：
10.1002/tea.21584
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发表时间：
2020-01-01
影响因子：
4.6
通讯作者：
Nissen, Jayson
中科院分区：
文献类型：
--
作者：
Van Dusen, Ben;Nissen, Jayson
我们使用批判性的数量交叉性研究了种族/种族主义和性别/性别歧视在物理学生学习中广泛存在的不平等现象的交叉性。为了提供透明度并创造一幅细微差别的学习图景，我们通过使用两种相互竞争的公平操作方式--个性公平和学习平等--对公平的衡量提出了问题。这两个模型导致了相互矛盾的结论。这些分析使用分层线性模型来检查学生的概念性学习，以作为前测和后测的研究性评估的分数来衡量。数据来自STEM学生结果学习(LASSO)国家数据库，包括187门第一学期大学物理课程的13,857名学生的数据。研究结果显示，不同性别和种族的学生在学习成绩上存在差异。白人和西班牙裔学生的性别差异很大，但亚裔、黑人和太平洋岛民学生的性别差异不大。这些模型预测，与以课堂为基础的课程相比，学生在协作学习中获得的收益更大。个别化操作的公平性表明，协作教学提高了公平性，因为所有小组都通过协作学习学到了更多的东西。学习平等的可操作性表明，协作教学不会改善公平，因为不同群体之间的差异不受影响。我们讨论了这些混合发现的含义，并使用教育研究中的批判性量化观点确定了未来研究的领域。
We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: Equity of Individuality and Equality of Learning. These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine student's conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 first-semester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific Islander students. The models predicted larger gains for students in collaborative learning than in lecture-based courses. The Equity of Individuality operationalization indicated that collaborative instruction improved equity because all groups learned more with collaborative learning. The Equality of Learning operationalization indicated that collaborative instruction did not improve equity because differences between groups were unaffected. We discuss the implications of these mixed findings and identify areas for future research using critical quantitative perspectives in education research.