Literaturnachweis - Detailanzeige
Autor/inn/en | Van Dusen, Ben; Nissen, Jayson |
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Titel | Associations between Learning Assistants, Passing Introductory Physics, and Equity: A Quantitative Critical Race Theory Investigation |
Quelle | In: Physical Review Physics Education Research, 16 (2020) 1, Artikel 010117 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Van Dusen, Ben) ORCID (Nissen, Jayson) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2469-9896 |
Schlagwörter | Correlation; Introductory Courses; Physics; Science Instruction; Academic Failure; Disadvantaged; Grades (Scholastic); Hispanic American Students; Institutional Characteristics; Gender Differences; Race; Critical Theory; First Generation College Students; Teaching Methods; Outcomes of Education; Power Structure; Equal Education; Models; Minority Group Students; Teaching Assistants; Dropouts; Withdrawal (Education); African American Students; American Indian Students; White Students; Undergraduate Students Korrelation; Einführungskurs; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notenspiegel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Analogiemodell; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kursabbruch; African Americans; Afroamerikaner |
Abstract | Many science, technology, engineering, and math degrees require passing an introductory physics course. Physics courses often have high failure rates that disproportionately harm students who are historically and continually marginalized by racism, sexism, and classism. We examined the associations between learning assistant (LA) supported courses and equity in nonpassing grades [i.e., drop, fail, or withdrawal (DFW)] in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status, and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and interpretations of findings. The models associated LAs with overall decreases in DFW rates and larger decreases in DFW rates for Black, Indigenous, and people of color than their White peers. While the inequities in DFW rates were lower in LA-supported courses, they were still present. (As Provided). |
Anmerkungen | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |