Talk to high school physics teachers to initiate a discussion about inclusion and diversity in the classroom. Part of the UCR Summer Physics Teacher Academy program.

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Flip Tanedo
2 FEB 201
UC Riverside Particle Theory
ATTENDING TO DIVERSITY
I N T H E P H Y S I C S C L A S S R O O M
UCR Physics and Astronomy
High School Physics Workshop
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&
mostly unqualified
to give this talk

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Caveat Emptor
This discussion is a combination of some actual
data, observations, and anecdotes.
Some ideas may be uncomfortable. Respectful
disagreement is okay. We share common goals to
help our students.
“The plural of anecdote is not data
“”Thoughts/opinions not not necessarily reflect UCR or anyone else.

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How can we promote
inclusion in physics?
Goal: building ways to cooperate in support of our students.
Next opportunity: Summer Physics Teacher’s Academy 2019

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Note Cards
What should
college instructors
know about your
students to help
them succeed?
What do you
need from college
instructors to help
our students
succeed?
(anonymous)

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Why are some groups underrepresented at
all levels of physics training & practice?
… but physics doesn’t care about your
race, gender, sexual orientation,
socioeconomic status, politics …
“”

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6https://www.aps.org/programs/minorities/resources/statistics.cfm
Is this a lot? Is this a little?

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7https://www.aps.org/programs/minorities/resources/statistics.cfm

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8https://www.aps.org/programs/minorities/resources/statistics.cfm

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9https://www.aps.org/programs/education/statistics/

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10https://www.aps.org/programs/education/statistics/womenmajors.cfm

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How can we promote
inclusion in physics?

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How can we promote
inclusion in physics?
What pitfalls in college can we
inoculate against in high school?
What should college instructors
know about students coming
from our high schools?

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How can we promote
inclusion in physics?
Breaking down barriers to diversity can
benefit all people inclusively

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working definition
minority, n.
an identity that is disproportionately not
present; underrepresented group
We will use “minority” to include any such identity, whether
visibly apparent or not; one can be a “compound” minority."
Suggested reading: American Physical Society websites on the
Committee on the Status of Women in Physics, Committee on Minorities,
LGBT Physicists; similar for the American Astronomical Society
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15https://www.symmetrymagazine.org/article/january-2015/of-symmetries-the-strong-force-and-helen-quinn
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Helen Quinn (paraphrased)
Physics is hard.
It is harder if you are a
woman, if your skin is
brown, if you are gay, if
you do not identify with
the other physicists
around you.
Photo: Nicholas Bock at SLAC

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Working Definition
self-efficacy, n. (also: physics identity, agency)
belief in one’s ability to “do physics,” that one
belongs in the group of physics students
from social cognitive theory (Banduras)
Suggested reading: “Connecting High School Physics Experiences…,” Hazari
et al. Journal of Research in Science Teaching 47 8 (2010), “Developing physics
identities,” Irvine and Sayre, Physics Today 69, 5, 46 (2016), “Critical look at
physics identity,” Hyater-Adams et al. Phys. Rev. Phys. Educ. Res. 14, 010132.
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Physics
Identity
Can I handle AP physics?
Am I a math-y person?
Is doing physics acting white?
Can women be physicists?

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Why students leave STEM
“Why Do Students Leave STEM,” Heather Thiry APS Bridge/NMS Conference 2018
“I felt alone, like I didn’t belong.
“”Women: more impacted by perceived low grades
Minorities: college transition, classroom climate
Engineering/CS: lack of prior exposure
Common: poor teaching

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Working Definitions
privilege. n. (a polarizing word)
Benefit that a select group has that others do not.
One can have some privileges and not others.
Different from oppressing others.
Not something to “apologize” for.
Suggested reading: “Unpacking the Invisible Knapsack,” McIntosh; “Unveiling
Privilege to Broaden Participation” The Physics Teacher 55, 394 (2017), “The
Pencilsword: On a Plate,” Toby Morris, “Privilege 101,” Sian Ferguson
Everyday Feminism
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20UCR Society of Physics Students logo

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21Antonio Carlos Fontes Santos, The Physics Teacher 55, 524 (2017)
“You don’t look like a physicist.
“”“
Sorry, this bus only goes to the
university.
“”Oh, you’re a professor—but, like, a
substitute one, right? Not one that
does research?

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Working Definitions
impostor syndrome. n.
doubting one’s own ability, leading to fear of
being discovered as a fraud
Suggested reading: “Faking It,” Chris Woolston, Nature 529, 555-557
(2016); “Overcoming the Imposter Syndrome,” Stephanie Hamilton,
AstroBites (2 March 2018)
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“
You study physics?
You are so smart!
“”
One of the most inadvertently toxic
things one can say to a young physicist:

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Dunning-Kruger Effect
Too naive to know how naive you are.
Knowledge
(accumulated ability)
Confidence
Impostor Syndrome
Realize how little you know
???
Projected
growth as a scientist
danger zone!

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Working Definitions
leaky pipeline, n. (controversial)
Idea that minority students leave STEM fields
early in their educational path.
Implication: “there’s nothing universities can do—
the problem is in the schools.”
Suggested reading: “The Leaky Pipeline,” Nature Jobs, Karen Kaplan
(March 2018); Cosmic Variance, guest post by Chanda Prescod-
Weinstein (2006); Toni Feder in Physics Today 58, 4, 28 (2005)
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problematic
analogy?

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Working Definitions
grit, n. (or distance traveled)
perseverance against challenge,
proposed as a measure of
student ability
Suggested reading: “For college admissions, let’s value grit over
GPAs,” Washintgon Post, Mitch Daniels (Nov 2018)
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How do we promote grit?
I highlight “distance traveled” in letters of
recommendation. Students should know they are
valued for what they are becoming, not who had
the head start. (SEE: PRIVILEGE)
“
You are your acceleration.
Initial position is a small effect.
“”

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What should
college instructors
know about your
students to help
them succeed?
What do you
need from college
instructors to help
our students
succeed?

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How can we promote
inclusion in physics?

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Summer 2019:
Summer Physics Teacher Academy
https://www.aps.org/programs/education/su4w/
What we can do?

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Women in Physics Book Discussion
APS Women in Physics Grant
with Lexi Costantino
2nd year Ph.D student, founder
of UCR’s POWUR
(Physics Organization for Women and the
UnderRepresented)
Funding for participants to
receive a copy of a book to
discuss as part of an add-on
event to the summer academy.

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A framework to continue this discussion between
college and high school physics educators.

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More from Step Up 4 Women
Ambassador program for training, resources for
educators.
https://www.aps.org/programs/education/su4w/

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What should
college instructors
know about your
students to help
them succeed?
What do you
need from college
instructors to help
our students
succeed?

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Additional
Thoughts

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Supporting Students

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Supporting Endorsing Students
(Credit to Prof. Boerge Hemmerling for his insights on this)

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Incoming freshmen should know
The role of research in a university
… difference between UC and Cal State
… undergraduate opportunities (and why)
… career planning starts right away
How to navigate large lecture classes, hostile
environments, value one’s self
What matters? (Career)

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Incoming freshmen should know
How to ask questions. (Is it obvious that…)
How to write and discuss about science.
What impostor syndrome is.
What matters? (How to value themselves.)

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We can make a difference
Hazari et al. The Physics Teacher 55, 96 (2017)
College women attending CUWiP
What were their interests at each educational stage?

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Science Communication
See, e.g. ComSciCon workshop for and by graduate students
Physics
Identity
self efficacy
You are a junior colleague
who belongs in this space