Framework for and Review of Research on Assessing and Improving Equity and Inclusion in Undergraduate Physics Learning Environments

Abstract

In this chapter, we begin with a theoretical framework that emphasizes the importance of creating an equitable and inclusive learning environment so that students from all demographic groups benefit from evidence-based active engagement curricula and pedagogies. We then discuss both quantitative and qualitative assessment findings (using survey data and ethnographic and interview data) that suggest that without explicit thoughts and measures, undergraduate physics learning environments are not equitable and inclusive. Our focus here is on two marginalized groups in physics: women and ethnic/racial minority students who are severely underrepresented in physics. We discuss research that shows highly troubling trends, e.g., ethnic and racial minority students’ drop out of the physics major at twice the rate compared to white students and women drop out with significantly higher GPAs than men. In addition to course level performance gaps, we discuss findings pertaining to beliefs that show that women and ethnic/racial minority students often have lower physics sense of belonging, self-efficacy, perceived recognition by others including instructors and identity compared to students from the dominant group. We also discuss how stereotype threat can result in the deteriorated performance of marginalized students. Finally, we discuss how social psychological classroom interventions and an explicit focus on creating student-centered inclusive classrooms can lead to more equitable outcomes.