The American Physical Society calls on its members to improve the diversity of physics by supporting an inclusive culture that encourages women and Black, Indigenous, and people of color to become physicists. In the current educational system, it is unlikely for a student to become a physicist if they do not share the same attitudes about what it means to learn and do physics as those held by most professional physicists. Evidence shows college physics courses and degree programs do not support students in developing these attitudes. Rather physics education filters out students who do not enter college physics courses with these attitudes. To better understand the role of attitudes in the lack of diversity in physics, we investigated the intersecting relationships between racism and sexism in inequities in student attitudes about learning and doing physics using a critical quantitative framework. The analyses used hierarchical linear models to examine students’ attitudes as measured by the Colorado Learning Attitudes about Science Survey. The data came from the Learning About STEM Student Outcomes database and included 2170 students in 46 calculus-based mechanics courses and 2503 students in 49 algebra-based mechanics courses taught at 18 institutions. Like prior studies, we found that attitudes either did not change or slightly decreased for most groups. Results identified large differences across intersecting race and gender groups representing educational debts society owes these students. White students, particularly White men in calculus-based courses, tended to have more expertlike attitudes than any other group of students. Instruction that addresses society’s educational debts can help move physics toward an inclusive culture supportive of diverse students and professionals.

中文翻译：

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使用定量临界种族理论研究学生对物理学的态度中种族主义和性别歧视引起的社会教育债务

美国物理学会呼吁其会员通过支持鼓励女性和黑人，土著人和有色人种成为物理学家的包容性文化，改善物理学的多样性。在当前的教育体系中，如果学生对学习和做物理的意义与大多数专业物理学家所持的态度不同，则不可能成为物理学家。有证据表明，大学物理课程和学位课程不支持学生发展这些态度。相反，物理教育会过滤掉没有以这些态度参加大学物理课程的学生。为了更好地理解态度在物理学缺乏多样性中的作用，我们使用关键的定量框架研究了学生在学习和做物理方面的不平等中种族主义和性别歧视之间的交叉关系。分析使用分层线性模型来检查学生的态度，该态度由“科罗拉多大学关于科学调查的学习态度”来衡量。数据来自“学习STEM学生成果”数据库，其中2170名学生参加了46个基于微积分的力学课程，而2503名学生参加了由18个机构教授的49个基于代数的力学课程。像以前的研究一样，我们发现大多数群体的态度要么没有改变，要么略有下降。结果表明，相交种族和性别群体之间存在巨大差异，代表着社会欠这些学生的教育债务。白人学生，特别是参加微积分课程的白人，倾向于比其他任何学生群体都有更像专家的态度。解决社会的教育债务问题的教学可以帮助将物理学发展为支持多元化学生和专业人士的包容性文化。