In this study, we adapted a prior identity framework to investigate how students' perception of the inclusiveness of the learning environment (including sense of belonging, peer interaction and perceived recognition) in an introductory physics course predicts their course grades and physics motivational beliefs (including self-efficacy, interest and identity) at the end of this course. We found signatures of inequitable and non-inclusive learning environment in that female students' mean scores for sense of belonging, peer interaction and perceived recognition were all lower than male students' in the course. In addition, we found that female students had lower average course grades than male students. Using structural equation modeling, we found that students' perception of the inclusiveness of the learning environment predicts their self-efficacy, interest, identity and grades at the end of the course. In particular, students' perceived recognition, e.g., by instructors and teaching assistants, played a major role in predicting students' physics identity, and students' sense of belonging in physics played an important role in explaining the change in students' physics self-efficacy. Our findings can be helpful for creating an inclusive and equitable learning environment in which all students can excel.

How inclusiveness of learning environment predicts students’ physics grades and motivational beliefs in introductory physics courses

Issues related to why women are underrepresented in physics have been investigated from various angles. Motivational factors, such as physics self-efficacy have also been shown to influence students’ persistence and retention in physics. In this presentation, I will summarize our quantitative and qualitative findings showing that inclusiveness of learning environment plays an important role in promoting equitable academic and motivational outcomes. Our findings highlight the role of instructors in creating an inclusive and equitable learning environment. An ecological-belonging intervention will also be discussed to illustrate the viability of an ecological approach to fostering equity and unlocking student potential.

The Importance of Inclusiveness of Learning Environment in Promoting Equity

Research suggests that students’ self-efficacy, interest and identity in physics can influence their learning, performance and career decisions. However, there are few studies focusing on how inclusiveness of learning environment shapes these motivational beliefs of women and men. Therefore, we conducted a study to investigate how students’ perception of the inclusiveness of learning environment (including sense of belonging, peer interaction and perceived recognition) predicts students’ physics self-efficacy, interest and identity in a calculus-based introductory physics course. Findings can be useful in creating equitable and inclusive learning environments in which all students can thrive. We thank the National Science Foundation for support.

How inclusiveness of learning environment predicts students’ physics motivational beliefs

Research-validated clicker questions as instructional tools for formative assessment are relatively easy to implement and can provide effective scaffolding when developed and implemented in a sequence. We present findings from the implementation of a research-validated Clicker Question Sequence (CQS) on student understanding of the time-development of two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course. The effectiveness of the CQS was determined by evaluating students’ performance after traditional lecture-based instruction and comparing it to their performance after engaging with the CQS.

Using a clicker question sequence to teach time-development in quantum mechanics

In this study, we adapted a prior identity framework to investigate how students’ perception of learning environment (including sense of belonging, peer interaction and perceived recognition) in an introductory physics course predicts their course grades and physics motivational beliefs (including self-efficacy, interest and identity) at the end of this course. We found signatures of inequitable and non-inclusive learning environment in that female students’ mean scores for sense of belonging, peer interaction and perceived recognition were all lower than male students’ in the course. In addition, we found that female students had lower average course grades than male students. Using structural equation modeling, we found that students’ perception of the learning environment predicts their self-efficacy, interest, identity and grades at the end of the course. In particular, students’ perceived recognition, e.g., by instructors and teaching assistants, played a major role in predicting students’ physics identity, and students’ sense of belonging in physics played an important role in explaining the change in students’ physics self-efficacy. Our findings can be helpful for creating an inclusive and equitable learning environment in which all students can excel.

How learning environment predicts students’ physics grades and motivational beliefs in introductory physics courses

We conducted a study on students’ motivational beliefs and grades in a two-term college calculus-based introductory physics sequence to investigate how the perception of learning environment predicts students’ self-efficacy, interest, identity and grades. Findings can be useful in creating equitable and inclusive learning environments in which all students can thrive. We thank the National Science Foundation for support.

How perception of learning environment predicts students' grades and motivational characteristics

Using clicker question sequence to teach time-development in quantum mechanics

Poster Session

poster

PERC 2022 is focused on "queering physics education" through an intersectional lens. By "queering," we are centering queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we want to apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we want to encourage a dialogue that is both a critique and an imagining of a queer future for PER.

Explicit attention will be given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

We have had such a fun time organizing this year’s PERC. You might be aware that we were committed to transparency and documenting our processes and decision making which we outlined here. This year has also been challenging to be a queer or otherwise marginalized person in the US. And we continue to seek and provide support for those individuals.

As such, we recommend that folks visiting Grand Rapids who have the means consider giving to some local organizations who are working to advocate for those impacted by historic and ongoing marginalization and violence.


PERC SM 22

PERC 2022 focused on "queering physics education" through an intersectional lens. By "queering," we centered queer theory which breaks down social constructions and hierarchies to unpack normalized assumptions. In the context of physics education, we apply the theory to unpack who has power in physics to control the production of future physicists, how physics policies and practices are sometimes built on ideas of punishment and power, and how PER embeds binaries in both its content and sociological research. Further, we wanted to encourage a dialogue that is both a critique and an imagining of a queer future for PER. Explicit attention was given to constructions of race, (dis)ability, gender, sexuality and how they interact and impact lived experiences.

(CB) Assessing and Improving Equity in Physics Learning Environments II

technical paper

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.



AAPT SM 22

AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques. Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. This meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Physics Education Research Posters I

Poster Session 2A

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

Poster Session 2B

PS.B-SA-08: PER: Diversity, Equity & Inclusion I

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

Yangqiuting Li

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SHORT BIO

Presentations

How inclusiveness of learning environment predicts students’ physics grades and motivational beliefs in introductory physics courses

The Importance of Inclusiveness of Learning Environment in Promoting Equity

How inclusiveness of learning environment predicts students’ physics motivational beliefs

Using a clicker question sequence to teach time-development in quantum mechanics

How learning environment predicts students’ physics grades and motivational beliefs in introductory physics courses

How perception of learning environment predicts students' grades and motivational characteristics

Using clicker question sequence to teach time-development in quantum mechanics

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