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[Phys-L] NEW! AAPT statement on the need for inclusion in physics



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 ...

http://aapt.org/aboutaapt/organization/upload/AAPT_DiversityCommittee_FisherStatement_2016_final.pdf

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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--
peace,
Jane
Jane Jackson, Co-Director, Modeling Instruction Program
Box 871504, Dept. of Physics, ASU, Tempe, AZ 85287
Jane.Jackson@asu.edu http://modeling.asu.edu
AMTA volunteer & life member http://modelinginstruction.org, https://www.facebook.com/ModelingInstruction/

"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