The Feb. 2016 issue of THE PHYSICS TEACHER had a good article on
"physics teaching for all". (Download free!)
I quote: "Moses Rifkin tells how he has expanded his physics course
to include scientific accomplishments from members of traditionally
underrepresented groups in physics, and attempted to reduce the
negative effects of stereotype threat and implicit bias in his
physics classroom."
Addressing Underrepresentation: Physics Teaching for All
by Moses Rifkin, Physics Teacher
University Prep, Seattle, WA http://scitation.aip.org/content/aapt/journal/tpt/54/2/10.1119/1.4940167
To add to that theme:
You can download an 8-page statement (.pdf, dated May 13, 2016)
that was drafted by the AAPT Committee on Diversity in Physics
and submitted to the AAPT Executive Board for approval. At the
Spring 2016 AAPT Board Meeting, the AAPT Executive Board passed the
following motion: The Board encourages the Committee on Diversity to
post their statement on Fisher v. University of Texas at
Austin ...
I quote from the statement:
---------------------------
Background:
Recently, during oral arguments in the case Fisher v. University of
Texas at Austin, Chief Justice Roberts asked, What unique
perspective does a minority student bring to a physics class?
I'm just wondering what the benefits of diversity are in that
situation?"
Following these questions, Justice Scalia referenced a brief that
pointed out that most of the black scientists in this country don't
come from schools like the University of Texas. They come from
schools where they do not feel that they're being pushed ahead in
classes that are too fast for them."
In this statement, we respond to the Court's questions and statements
by drawing on perspectives and research findings from physicists,
educators, education researchers, and related professionals. Herein,
we affirm that:
1. racism and sexism exist in physics and physics education;
2. homogeneity in physics is the byproduct of racism and sexism;
3. Affirmative Action is an important counter-measure to
institutional racism and sexism in physics;
4. making physics more inclusive and supportive of women and people
of color is required for doing excellent physics;
5. increasing diversity is a matter of justice; and,
6. women and people of color do not need to justify their
presence in physics classrooms.
...
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"Conceptual learning is a creative act, coordinating mental models
with symbolic forms. This contrasts with rote learning, which is
memorizing representational names, rules and procedures apart from
conceptual structure and meaning." -- David Hestenes
Teach content for understanding, and teach to stimulate passion. --
results of survey in 2014