Physics 4810 7810 Perfect 10 who are we really teaching Day 17 Fa2008 Gender Race Inclusion Stereotype threat Class updates feedback provided now participation needs to increase for some eyes to the final project next week society and physics education Approach We will be inclusive and respectful in our class discussion Respect ideas people DISCUSS DEBATE IN CONSTRUCTIVE WAYS Inappropriate Crazy Appropriate This goes too far because Two Part Workshop I II Gender Race in the big picture and its role in science and visa versa Today Rising to the concrete local research practice that might have something to say Thurs Physics Statistics 20 PhD institutions with 4 female faculty 20 of PhD s go to women 20 Undergraduate majors Performance gap drop out rates I think of these latent functions as the true goals intentions of the more obvious functions of a particular objective A common language Schiebinger s definitions pg 8 16 Gender power relations between the sexes Female Male biological sex Feminine Masculine idealized mannerisms and behaviors of women men in a particular culture might also be adopted by other sex Gender ideologies acceptable traits for men and women Gender identity how any individual appropriates aspects of gender ideology Gender ascription behaviors expected of an individual based on sex 1 M C Question Content and Culture Culture of science gendered a Science is gendered but only through practice the content subject matter is neutral b Science is gendered in both content and practice c Science is not gendered d It depends on specific activities some science is some is not Participation Inclusion Practices how we go about science Assessments SAT GRE FCI History Social Practices Content Gendered Is turning the crank of science gendered To me there s only one way of doing science It is procedural based on informed conjecture and on empirical evidence What s social about F ma How do we decide what questions get asked Exercise Come up with a classroom practice that is gendered Come up with a science practice that is gendered Is this a matter Of privilege and power It s not a matter of exclusion But science is predisposed supportive of a particular paradigm For the marginalized to solve In matters of race and gender we often assume that when a situation is objectively the same for different groups it is experienced in the same way by each group Steele it makes no sense to me to ignore the differences in where we come from and who we are as students It seems like another DUH moment tho Amendment 46 Prohibit state from discriminating against or granting preferential treatment to any individual or group on the basis of race sex color ethnicity or national origin in the operation of public employment public education or public contracting Reigning paradigms As for the queen bees I have previously heard of women who pull the ladder up after them What is the source of this behavior 2 Mechanisms of Bias Implicit Bias Stereotype Threat Stereotype Threat Stereotype threat refers to being at risk of confirming as selfcharacteristic a negative stereotype about one s group wikipedia Culturally shared stereotypes suggesting poor performance of certain groups can when made salient in a context involving the stereotype disrupt performance of an individual who identifies with that group Steele Aronson 1995 Implicit Bias https implicit harvard edu It is well known that people don t always speak their minds and it is suspected that people don t always know their minds Understanding such divergences is important to scientific psychology Who is vulnerable All folks who can identify with group SOCIAL IDENTITY Note two fold threat Situation all subject to Stereotype fulfilling other s vision of the group you identify with 3 Stereotype Interventions Addressing ST Trust Fair environment tests Using high standards Belief in ability to succeed Remove the threat by removing stereotype Building a community In experiment on college students in 1995 showed the impact of stereotype threat by asking students to fill out a form indicating their race before taking the test The scores in this graph have been adjusted by SAT The effect of Stereotype Threat ST on math test scores for girls and boys Data from Linking Stereotype Threat and Anxiety From the wikipedia via the internets Cohen on Stereotype Threat Some Conclusions from many studies Stereotype threat most affects students who care about performance domain Effects emerge about grade 6 Need not believe stereotype to experience stereotype threat Mean grade point average in the targeted class as a function of student race experimental condition and preintervention level of performance an average of the prior year s GPA and preintervention inclass performance Science Mag Vol 313 no 5791 pp 1307 1310 Other Examples of Stereotype Threat Elderly and memory Subtle cues set process in motion Exercise Come up with a classroom practice that is gendered White men and math Economically disadvantaged students and test performance Come up with a science practice that is gendered 4