Diversity Equity Inclusion Social Justice in STEM

Abstract: If a person were to observe my classroom when I taught high school physics, he or she would find the traditional labs with the lectures, notes, and problems to solve that enhanced understanding. As I became more skilled in my profession, I promoted inquiry and critical thinking skills. However, the necessity was never obvious to me, nor was I ever taught how, to address social inequity in physics (let alone did I fully understand it myself). Why was that? My job was to teach concepts such as momentum, forces, inertia, circuits, etc. This list goes on and on. It wasn't until years later in my career that I began to understand the importance of bringing social inequities in physics to the front of the classroom. It started to become obvious I needed to do something at least in my own classroom when I had difficulties highlighting anyone in physics who was not White and not male. Though this was never my intent while teaching, I believe I helped maintain this social inequity, and perpetuate the idea that physics is for White males (and yes, I am a White male teacher). This article provides arguments and resources for teaching explicitly about equity issues in introductory physics.

Abstract: 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.

Abstract: Indigenous Knowledge is important for Indigenous communities across the globe and for the advancement of our general scientific knowledge. In particular, Indigenous astronomical knowledge integrates many aspects of Indigenous Knowledge, including seasonal calendars, navigation, food economics, law, ceremony, and social structure. Capturing, managing, and disseminating this knowledge in the digital environment poses a number of challenges, which we aim to address using a collaborative project emerging between experts in the higher education, library, archive and industry sectors. Using Microsoft's WorldWide Telescope and Rich Interactive Narratives technologies, we propose to develop software, media design, and archival management solutions to allow Indigenous communities to share their astronomical knowledge with the world on their terms and in a culturally sensitive manner. [ABSTRACT FROM AUTHOR]

Abstract: [This paper is part of the Focused Collection on Gender in Physics.] Sexism occurs when men are believed to be superior to women, and is thought to be one of the reasons for women’s underrepresentation in physics and astronomy. The issue of sexism in physics and astronomy has not been thoroughly explored in the physics education literature and there is currently no clear language for discussing sexism in the field. This article seeks to begin a conversation on sexism in physics and astronomy and offer a starting point for language to discuss sexism in research groups and departments. Interviews with 21 women in graduate physics and astronomy programs are analyzed for their individual experiences of sexism. Although a subset of women did not report experiencing sexual discrimination, the majority experienced subtle insults and slights known as microaggressions. Other participants also experienced more traditional hostile sexism in the form of sexual harassment, gender role stereotypes, and overt discouragement. These results indicate the existence of sexism in the current culture of physics and astronomy, as well as the importance departments must put on eliminating it and educating students about sexism and microaggressions.

"There is growing documentation of the challenges women have faced and are facing in having an equal role in astronomy. At the same time, women are attaining important positions throughout the astronomical community, including the presidency of the International Astronomical Union and the American Astronomical Society. This means that excellent role models are now available to show girls that they can be an integral part of the human exploration of the universe. Many instructors of astronomy would like to present such role models during their class discussions, but don’t have the material to do so at hand or in their textbooks.

Therefore, the Higher Education Working Group within NASA’s Science Mission Directorate has sponsored this guide to English-language materials. It is not meant to be a comprehensive introduction to this complex topic, but merely a resource for educators and their students on where to begin looking at the history, the biographical information, and the current issues. Suggestions for additional materials that are both accessible and readable are most welcome." -Andrew Fraknoi

"Welcome to the first website for lesbian, gay, bisexual, transgender, intersex, queer, questioning, asexual, pansexual, not-cisgender and not-straight (as well as friendly cis and straight) physicists. This resource website has come out of a need for resources for gender and sexual minority (GSM) physicists. We serve as a networking resource for young GSM physicists and students to find mentors, a place to find resources for laboratories and universities to make their physics departments more GSM friendly, as well as a hosting of information of get togethers of GSM physicists and allies."

"The purpose of this society is to promote the professional well-being and recognize the accomplishments of Hispanic physicists within the scientific community of the United States and within society at large.

The Society seeks to develop and support efforts to increase opportunities for Hispanics in physics and to increase the number of practicing Hispanic physicists, particularly by encouraging Hispanic students to enter a career in physics."

"The American Indian Science and Engineering Society (AISES) is a national, nonprofit organization focused on substantially increasing the representation of American Indians, Alaska Natives, Native Hawaiians, Pacific Islanders, First Nations and other indigenous peoples of North America in science, technology, engineering and math (STEM) studies and careers."