A framework for improving diversity work in physics

Cochran, Geraldine L.; Boveda, Mildred

doi:10.1119/perc.2020.plenary.pr.cochran

Cited by 6 publications

(6 citation statements)

References 18 publications

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“…In our analysis, we noticed that socioeconomic background was a notable marker of difference [11]. We did not specifically ask participants about their socioeconomic background, but socioeconomic backgrounds among participants clearly varied.…”

Section: B Additional Findings: Socioeconomic and Ethnic Backgroundmentioning

confidence: 94%

Using Community Cultural Wealth to Understand Experiences in Physics Bridge Programs

Tempkin,

Cochran,

Boone

2023

2023 Physics Education Research Conference Proceedings

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Many conceptual and theoretical frameworks in education research tend to value social and cultural capital from the most privileged groups and focus on what people from marginalized groups are "lacking." This kind of research often employs a deficit model of understanding the experiences of people marginalized in education. To fully understand the academic experiences of students from marginalized groups it is crucial to focus on the capital these groups use to overcome challenges. The Community Cultural Wealth (CCW) framework values resources Communities of Color have to help them through various systems such as education. The goal of this project is to understand which forms of CCW students utilize when deciding to pursue graduate education in physics and when they face challenges while in graduate school. To do so, we conducted semi-structured interviews with participants in physics bridge programs from 4 different institutions, and used qualitative coding to identify examples of each of the 6 types of CCW at three different time frames: pre-college, deciding to pursue graduate school, and during graduate school. Our analysis of the data showed that students used familial and aspirational capital during their pre-college experience and navigational and social capital when deciding to apply for graduate programs. Students tended to utilize familial, social, and navigational capital once in their program. We also highlight the impact of family and socioeconomic and ethnic background on experience of students in the APS Bridge Program.

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Section: B Additional Findings: Socioeconomic and Ethnic Backgroundmentioning

confidence: 94%

Using Community Cultural Wealth to Understand Experiences in Physics Bridge Programs

Tempkin,

Cochran,

Boone

2023

2023 Physics Education Research Conference Proceedings

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“…When consistently applied over time, this approach can have a compounding effect. Recognition is therefore a powerful and readily available tool for increasing diversity, equity and inclusion in science [6].…”

Section: Contentsmentioning

confidence: 99%

The 2022 applied physics by pioneering women: a roadmap

Mayor

Alberi

Ayers³

et al. 2023

J. Phys. D: Appl. Phys.

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Women have made significant contributions to applied physics research and development, and their participation is vital to continued progress. Recognizing these contributions is important for encouraging increased involvement and creating an equitable environment in which women can thrive. This Roadmap on Women in Applied Physics, written by women scientists and engineers, is intended to celebrate women’s accomplishments, highlight established and early career researchers enlarging the boundaries in their respective fields, and promote increased visibility for the impact women have on applied physics research. Perspectives cover the topics of plasma materials processing and propulsion, super-resolution microscopy, bioelectronics, spintronics, superconducting quantum interference device technology, quantum materials, 2D materials, catalysis and surface science, fuel cells, batteries, photovoltaics, neuromorphic computing and devices, nanophotonics and nanophononics, and nanomagnetism. Our intent is to inspire more women to enter these fields and encourage an atmosphere of inclusion within the scientific community.

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“…An aversion to politics is also evident in how diversity work is approached in many physics departments. Some physicists feel that they should not be involved in political discussion, while others recognize the necessity of addressing broader social issues in the work of addressing diversity in STEM [19]. For example, Cochran finds that some faculty members are comfortable with #BlackLivesMatter, while others are not.…”

Section: Background: Cultural Beliefsmentioning

confidence: 99%

“…For example, Cochran finds that some faculty members are comfortable with #BlackLivesMatter, while others are not. This makes addressing anti-blackness a matter of personal opinion and debate [19]. We draw a parallel between 'culturelessness' and 'apoliticism' as they both seek to present their holders as neutral parties, while preventing the underlying biases of the field (which are influenced by culture and inherently political) from being challenged.…”

Section: Background: Cultural Beliefsmentioning

confidence: 99%

Objectivity, culturelessness, and apoliticism: how cultural beliefs prevent the advancement of equity in astronomy graduate programs

Abdurrahman¹,

Olmstead²

2021

2021 Physics Education Research Conference Proceedings

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After decades of interest in promoting diversity and inclusion in the field and higher education more broadly, physics and astronomy departments in American universities remain predominantly white and male. While some STEM fields have made progress in recent years towards correcting the historic overrepresentation of white men, 75% of physics and astronomy PhDs awarded in 2019 went to this demographic that constitutes only 30% of the U.S. population, higher than chemistry, math, computer science, and engineering [1]. This work seeks to understand the barriers to creating a more diverse field by examining how its cultural beliefs can work to maintain inequity in graduate programs.In this paper, we present a subset of the results from a larger study which used the lived experiences of 12 female and gender-nonconforming students of color to understand how physics and astronomy graduate programs in American predominantly white institutions maintain equity gaps between majoritized and minoritized students. This paper focuses on the theme of equity work in departments, and how it relates to a foundational cultural belief in Western physics and astronomy: that physicists comprise an objective, cultureless, and apolitical community, impervious to social influence [2]. By contextualizing participants' observations of attitudes, policies, and behaviors with the literature, we attempt to demonstrate a how departments can systematically prevent the advancement of equity goals, and subsequently, create negative outcomes for minoritized students. We emphasize the design of program structures as a critical point of intervention, and conclude the work with recommendations based on participant input.

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A framework for improving diversity work in physics

Cited by 6 publications

References 18 publications

Using Community Cultural Wealth to Understand Experiences in Physics Bridge Programs

Using Community Cultural Wealth to Understand Experiences in Physics Bridge Programs

The 2022 applied physics by pioneering women: a roadmap

Objectivity, culturelessness, and apoliticism: how cultural beliefs prevent the advancement of equity in astronomy graduate programs

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