Inclusive and Equitable Teaching in Physics and Astronomy
Presentation derived from Culturally Responsive Teaching series developed by instructors at Community College of Baltimore County
Goals
Understand how race, gender, class, and identity affect us and the students we are teaching and mentoring
Develop strategies for an inclusive department
Outline
Setting the Space - Norms and Expectations
Setting the Space Cont.
Part I: Why are we doing this?
Representation in Physics & Astronomy has not been improving
We as a department are not representative of JHU undergrads
P&A Grad Students
JHU Undergrads
*No data on GNC people and racial data is for US students only
M
M
W
W
**Numbers on pie charts are percentages
26% women, 74% men
52% women, 48% men
We need to improve our climate
We need to improve our climate
We need to improve our climate
JHU Physics & Astronomy Department Climate Survey 2021
TEAM UP's factors of Success and Failure
TEAM UP's factors of Success and Failure
Teachers
Mentors
Part II: Culture and Mindsets of Intelligence
Mindset Orientation
“For twenty years, my research has shown that the view you adopt for yourself profoundly affects the way you lead your life.” -Dweck, 2007
How We Develop Mindsets of Intelligence
“Intelligence is an issue that gains importance over the school years,
as children pursue their academic studies,
experience successes and failures,
observe the successes and failures of their peers, and
observe the reactions of their own parents to their academic efforts.”
Dweck, Self-theories (96)
Comparing Mindsets
When learning people can operate with mindsets that are…
personal or competitive
long term or immediate
flexible or rigid
This learner can emphasize…
the process or the outcome
effort toward learning or present ability
This learner, when successful, experiences rewards as either…
or
Intrinsic: reflecting the value of skills, activity, and progress
Extrinsic: reflecting the value of someone else’s judgment on their performance
The learner believes that errors…
or
Are a natural and useful source of feedback
Indicate failure
or personal limitation
The Learner finds uncertainty…
challenging or threatening
Psychologists call these growth mindset and fixed mindset.
FIXED MINDSET
GROWTH MINDSET
Pre-Activity 1:
We have described two different mindsets. As we discuss them more in the next few slides, think about times you have displayed either a fixed or a growth mindset and what factors contributed to you having a fixed/growth mindset in that situation.
Why does this matter?
Fields that are perceived to require ‘brilliancy’ rather than hard work have worse representation of women
Expectations Impact Outcomes
Fixed mindset reinforces systemic inequality
Privileged group
Minoritized group
Fixed mindset reinforces systemic inequality
Privileged group
Minoritized group
A fixed mindset presents an obstacle in the path toward equity
Moving Toward a Growth Mindset
Introducing a growth mindset leads to greater outcomes for students (introduce “yet” or “not yet” into process of learning)
Activity 1: Group Discussion: Can you think of examples when peers or professors in physics have created an environment that fostered a fixed or growth mindset?
Group Discussion Continued: How do the fixed/growth mindsets of teachers affect their interactions with students?
A Three Step Strategy
How to teach the two mindsets concept to your students...
BREAK TIME
Switch Seats!
Activity 3:��Carbon is a metal.
Discuss.
Part III: The Meanings of Culture and Race
“Carbon is a metal.”
Astronomers: Word.
Experimental Physicists: What, no.
Theorists: What is carbon?
Different colloquial definitions in our own fields exist. In the context of Astronomy, carbon is a metal is not an incorrect statement.
Culturally aware is recognizing the fact in different cultures there can be different meanings for the same concept or idea. In insular communities, norms are taken for granted.
Culture is always present
wherever human beings are present. We interpret and act on those interpretations
Why Human Races in Biology is Discredited
From the Human Genome Project Information Archive (http://genomics.energy.gov/ )
“DNA does not indicate that separate subspecies (races) exist within modern humans. While different genes for physical traits such as skin and hair color can be identified between individuals, no consistent patterns of genes across the human genome exist to distinguish one race from another.”
No population exclusively “owns” a gene or variants of genes.
Individuals from one race will not necessarily be indistinguishable from those of another
���We are meaning makers
�Our most potent adaptive tool is language--�the collective naming and labeling of things, other species, other people. �� --Vygotsky, Mind in Society (1978) ��
“Race” is a social construct
Reflecting a long history of humans naming and categorizing other humans along unequal cultural lines
It’s not enough to be not racist. We need to be anti-racist
Racial inequality created and reinforced by governmental, academic, and other institutions is called structural racism
The effects of a disability is a product of how the world is set up in a non-accessible way
The notion that a person with a disability will not achieve the same as a person without a disability is also a product of social constructs. Spaces that are set up in an inclusive way, can make a particular disability not a hindrance to academic achievements.
“Race” is�a social construct�
Reflecting a long history of humans naming and categorizing other human beings along unequal cultural lines
It’s not enough to be not racist. We need to be anti-racist
Racial inequality created and reinforced by governmental, academic, and other institutions is called structural racism.
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The effects of a disability is a product of how the world is set-up in a non-accessible way.��
The notion that a person with a disability will not achieve the same as a person without a disability is also a product of social constructs. Spaces that are set up in an inclusive way, can make a particular disability not a hindrance to academic achievements.
Activity 2:
Discuss: What are some structural barriers that still exist in physics / academia?
Your identity places you within different cultures and communities. Your identity imbues you with specific vantage points.
Examples of Identities
�Simply identifying and describing something--�indeed describing someone– involves�interpreting and adding meaning��- implicit bias theory�
Implicit Bias: Physics Postdoc Resume Study (2019)
Faculty asked to rate identical resumes, where names were manipulated to change race and gender
Side Note: Same study w/ biologists had no gender bias and much less racial bias!
Take Away:
We often think of ourselves as objective observers.� �It is important to realize that our perception is shaped by our environment, and we have to listen to and learn from others’ lived experiences.
Part IV: Stereotypes
What are they?
“standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment….” Merriam Webster�
Why do we stereotype?
Psychological mechanism that humans use to organize the world.
Stereotypes—what are they?
People are aware of and react to stereotypes as early as age 5. (“Where Bias Begins: The truth about stereotypes” Psychology Today, 1998).
Students are often aware of stereotypes that exist about them and that can affect their achievement.
Stereotyping Starts Early
Stereotype threat refers to increased anxiety/risk level in response to knowing stereotypes that exist about an identity that you hold.
"Constant feeling that I am a representative; therefore must be flawless... feeling incapable of doing the work and feeling less than"
Black Physics student quoted in TEAM-UP Report
Students’ Reactions to Stereotype Threat
Try extra-hard NOT to validate the stereotype.
Experience increased anxiety
Students’ Reactions to Stereotype Threat
Try extra-hard NOT to validate the stereotype.
Experience increased anxiety
"I know I grapple with that a lot because when it comes to asking questions… professors may have made the stereotype that I already came in with this low level of aptitude”
Queer Physics student quoted in LGBTQ+ Climate in Physics Report
Some “Overheard” Stereotypes in Physics
● Does this person really deserve this (fellowship/scholarship/ promotion/ position) or did they just get it for diversity reasons?
● I prefer to work with students from (x background) because they work better than other students
●Students from (x background) are not good TAs because they do not relate well to the undergrads
● I know a class is too easy for me if there are too many (x people) in it
● (x type) of person can’t handle/does not fit into the high pressure environment of physics
Activity 3:
Discuss: Can you think of times that stereotypes have affected you or a friend, as a student?
Confirmation Bias
Connecting Mindsets to Stereotypes
When we believe that ability and intelligence are fixed we reinforce and justify any stereotypes we happen to believe in.
Other Ways the Pervasiveness of Stereotypes Can Manifest in our Field
What is a ‘microaggression’ ?
Subtle verbal or nonverbal insults, indignities, or denigrating messages directed toward an individual due to their marginalized identity. Often committed by people who are unaware of the hidden messages conveyed or the impact of their statements.
"He constantly refers to everybody as 'gentlemen'... He says things like 'You gentlemen can do this'. I don't think he really recognizes me"
Black Woman Physics student quoted in TEAM-UP Report
Are microaggressions a micro problem? Impact > Intent
● Our actions still affect those around us and can still do harm, even when we do not intend them to
● We must always be open to learning and changing our behavior even when we mean well
picture: brownie with walnuts
Examples of Microaggressions
Theme | Microaggression | Message |
Alien in own land: Person is assumed to be foreign born | “Where are you from?” “Where were you born?” “You speak good English.” | You are not American You are a foreigner |
Ascription of Intelligence: Assigning intelligence (or lack thereof) to a person of color based on their race | “You are a credit to your race” “You are so articulate.” Asking an asian person to help with math or science problem | It is unusual for someone of your race to be intelligent All Asians are good at math/science |
Color Blindness: Statements that indicate white people do not want to acknowledge race. | “When I look at you I don’t see color.” “There is only one race, the human race.” | Deny the person of color’s racial/ ethnic experience Denying the individual as a racial/ cultural being |
Conclusion & Practical Suggestions
In Conclusion: Minoritized groups are STILL facing inequity in our field
2. Physics academia still has a big problem with bias
3. Even “well-intentioned” individuals can reinforce this bias and cause harm
Accessibility is often left out of the equity conversation
Interested in Continuing the Conversation?
Claude Steele & Stereotype Threat
Claude Steele on identity and Stereotype Threat: http://www.youtube.com/watch?v=PY9ESojSw7Y
Claude Steele discusses Whistling Vivaldi on NPR’s Talk of the Nation: http://www.npr.org/templates/player/mediaPlayer.html?action=1&t=1&islist=false&id=125859207&m=125859195
Whistling Vivaldi and Other Clues to How Stereotypes Affect Us by Claude Steele, 2010.
Claude M. Steele, “Stereotype Threat and Black College Students,” Atlantic, August 1999
Radiolab Discussion of the Obama Effect & Stereotype Threat
http://www.radiolab.org/blogs/radiolab-blog/2009/jan/27/the-obama-effect-perhaps/
Steele on Stereotype Threat and the SAT
http://www.pbs.org/wgbh/pages/frontline/shows/sats/interviews/steele.html
Identity
Experiencing Intercultural Communication (4th edition) by Judith N. Martin and Thomas K. Nakayama,
2011.
Recommended Teaching Practices
Culturally Responsive Teaching: Theory, Research and Practice (2nd edition), by Geneva Gay, 2010.
What the Best College Teachers Do by Kenneth Bain, 2004.
Our departments admission demographics: https://www.yumpu.com/en/document/read/63685019/jhu-pha-admissions-summary-2016-2020
Thanks to Carrie Filion for providing accessibility suggestions!
Resources
https://www.aip.org/statistics/reports/women-physics-and-astronomy-2019
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