In physics and astronomy, historically marginalized students of color are underrepresented and also have lower course success rates. Why is this the case, and what can be done about it? I do not accept the premise that these students are simply “underprepared” and am not satisfied by the idea that early intervention programs and academic support systems will solve the problem. Instead, I want to understand more deeply how the entire system ranging from state funding to campus policies to classroom policies and local culture contribute in positive or negative ways to equitable outcomes for all students. As an educator, I have direct control over my classroom policies and can work to build students’ sense of belonging, science identity, and an inclusive classroom culture. I am aware of some concrete tools that support these goals (such as Scientist Spotlights, critical feedback with assurance, scaffolded learning experiences, and providing both structure and flexibility). However, I feel that I need a learning community to work on deeper cultural and social elements, such as examining my cultural lens, culturally responsive teaching, and mitigating stereotype threat.

I am also aware of best practices for inclusion in other realms, such as gender, sexuality, and disability - but can sure use more practice using UDL best practices, and remembering to share my name, pronouns, and pronunciation. I’m also curious and open to learning what else I might be overlooking, given my particular identities and privileges, and how I can systematically work to go beyond inclusion to equity.

Education

Ph.D., Physics

B.S., Engineering Physics